learning strategies are believed Imageto make an important contriImagebution to the enhancement of students' intellectual perfor- Imagemance. A considerable body of Imageresearch has addressed the issue of strategy use in classroom settings and has demonstrated that younger children use cognitive strategies less frequently for learning new information than older Imagechildren. Developmental studies on strategy acquisition have shown that different strategies beImagecome available for children's use at different developmental stages ('Veinstein & Mayer, Image1986). For example, strategies such as labeling, Imagesorting, verbalizing, and clustering seem to become available during the preschool years