Constructivist strategies in phonological intervention: Facilitating self-regulation for carryover

This tutorial describes an instructional approach for school-age children who have difficulty achieving phonological carryover. Behavioral, cognitive, and constructivist instructional strategies are examined in regard to their usefulness during the establishment, transfer, and carryover phases of phonological intervention. The advantages of using constructivist strategies to facilitate carryover are presented. A model of self-regulated learning is then applied to constructivist carryover activities (performances) so that children who have difficulty attaining carryover might develop metacognitive abilities similar to those of children who easily achieve carryover. Ideas for implementing a constructivist approach to facilitating self-regulated carryover are presented and examples are provided.