Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Investigates how nonproficient college readers monitor their comprehension of difficult expository text. Describes reading behavior as follows: as a global description of word-related, sentence-related, and discourse-related strategies used by nonproficient readers; and as a process description of how readers monitor their comprehension when…

Presents an instructional framework for use with beginning readers that focuses on strategy development and the use of authentic, purposeful materials. Provides a teaching "guide" to help teachers understand the important metacognitive features of the program, but notes that it is up to teachers to plan, teach, and evaluate their students'…

Describes a teaching framework that allows instructors to become facilitators rather than the knowledge source; it also encourages social construction of knowledge and independence. Cites the seven stages of EMPOWER: elicit, monitor, pose, organize, web, engage, and reflect. Notes that these stages take students through a prereading strategy, a…

Describes development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, designed to assess adolescent and adult readers' metacognitive awareness and perceived use of reading strategies while reading academic materials. After a brief review of the literature, the development and validation…

Shares a memory enhancer that has stood the test of time and has supported students in their pursuit of meaningful textbook reading, from upper elementary grades through college classrooms: THIEVES (Title, Headings, Introduction, Every first sentence in a paragraph, Visuals and vocabulary, End of chapter questions, and Summary). Notes the…

Finds: grade 3 children who were taught the strategy without monitoring instruction were more successful than control children, whereas Grade 4 and Grade 5 students benefited from instruction only when encouraged to monitor their performance; and grade 3 and grade 4 students transferred the strategy to an unfamiliar informational book. (RS)

Reports on a study to examine the way college students in a reading methods course learned about and demonstrated the strategies they use to construct the main idea of an essay. Concludes that teacher modeling and concrete examples are important to all levels of instruction, kindergarten through university senior. (RS)

Twenty-four learning disabled children (grades 5-8) with adequate decoding skills, but who demonstrated problems in reading comprehension, received training in finding the main idea. Among several findings was that metacomprehension (self-monitoring) plus direct instruction was more effective than direct instruction alone. (Author/JW)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Examines the subprocesses of reading, as identified in first- and second-language reading research, and the two types of input required, i.e., data from the text and learner stored data. It is argued that, through activities designed to work with each one of the subprocesses in turn, attention can be focused on the subprocess as well as the…

Notes that children's views of themselves as readers and the reading strategies they develop are rarely considered in reading assessment. Emphasizes that, through observations, interviews, and instructional techniques, teachers can broaden evaluations to include student perceptions, thereby gaining a greater understanding of students, and giving…

Examines how bilingualism and biliteracy affect metacognition. Finds three strategies unique to successful Latina/o readers: (1) they actively transferred information across languages; (2) they translated from one language to another but most often from Spanish to English; and (3) they openly accessed cognate vocabulary when they read. (RS)

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Discusses insights highlighted by a reading strategy training study conducted in a second-language setting. The study cautions against uncritical adoption of strategy training as a panacea for learning difficulties and stresses the importance of recognizing factors in the second-language learning context that suggest modification to procedures…