CONSTRUCTIVIST STRATEGIES IN PHONOLOGICAL INTERVENTION - FACILITATINGSELF-REGULATION FOR CARRYOVER

This tutorial describes an instructional approach for school-age child ren who have difficulty achieving phonological carryover. Behavioral, cognitive, and constructivist instructional strategies are examined in regard to their usefulness during the establishment, transfer, and ca rryover phases of phonological intervention. The advantages of using c onstructivist strategies to facilitate carryover are presented. A mode l of self-regulated learning is then applied to constructivist carryov er activities (performances) so that children who have difficulty atta ining carryover might develop metacognitive abilities similar to those of children who easily achieve carryover. Ideas for implementing a co nstructivist approach to facilitating self-regulated carryover are pre sented and examples are provided.