To address the needs of middle school students who experience difficulty with reading, students are often placed in reading intervention programs to improve literacy skills. This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with…

The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the…

This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading…

Previous studies have demonstrated the efficacy of the Text Structure Strategy for improving text recall. The strategy emphasizes the identification of text structure for encoding and recalling information. Traditionally, the efficacy of this strategy has been measured through free recall. The present study examined whether recall and eye-movement…