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Qualitative data collection method but quantitative data analysis -content analysis
-Provided prior knowledge and interest test
-No intervention program taught

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-Qualitative data collection methods but quantitative data analysis (Codify think-aloud data) - Content analysis - Inferential statistics . Content analysis was used to capture changes in strategies used over time (12 weeks)  without intervention program taught
- Provided prior knowledge test
- The research was conducted by a team of 3 experienced  researchers
-

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-Ss participated in a total of 12 week (1 pre- and 11 post) a computerised assisted reading intervention in a school-
-Narrative analysis - case by case due to only 4 participants only

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Article 1: Goyi, N., Kamaruddin, R., Seruji, Z., & Aina Dani, N. (2021). 

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Article 1: Goyi, N., Kamaruddin, R., Seruji, Z., & Aina Dani, N. (2021). 

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Goyi, N., Kamaruddin, R., Seruji, Z., & Aina Dani, N. (2021). The effects of reading strategy awareness on L2 comprehension performance among the rungus in north borneo. Advances in Language and Literary Studies, 12(4), 128. https://doi.org/10.7575/aiac.alls.v.12n.4.p.128

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Article 1: Aim: determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary                        

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Article 1: Aim: determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary                        

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RQ1:  To determine the effects of using reading strategies in the L2 reading comprehension test on textual content.

RQ2: To determine the effects of using reading strategies in the L2 reading comprehension test on language vocabulary.

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L2 Secondary students (Rungus- Malaysian indigenous ppl)

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Article 1: Quasi-experimental study- QUAN approach

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Article 1: Quasi-experimental study- QUAN approach

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Instruments :
1. cognitive and metacognitive strategy questionnaires
2. two reading comprehension tests on L2 textual content and vocabulary
Data analysis:
1. Cronbach alpha reliability statistics
2. paired sample test,
3. and regression analysis.
Measures:
Reading text (content) :explanatory text-  218 words
Reading comprehension measures (content): self-developed test with 10 questions to test students' ability to locate explicit information either at sentential or contextual levels
Reading text (Vocabulary): explanatory text- 367 words
Reading comprehension measures (vocabulary): 10 questions to test meaning of words or phrases based on the textual contexts. 1 mark for correct answer and 0 for incorrect answer

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-Reading strategies facilitate students to understand the text, thereby improving their reading comprehension tasks.
- Cognitive strategies (especially first language translation) and L2 reading comprehension test were related linearly. Translation strategies were used at a high level.
- Metacognitive strategies and factors related to L2 vocabulary in reading comprehension test were statistically significant.
-Very significant relationship between prior knowledge and reading comprehension
-Students often use the metacognitive strategy more than the cognitive strategy.
-There is a significant positive relationship between metacognitive awareness and high-skilled readers’ performance.
-  Lower-level skilled readers choose cognitive strategies (?)

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The schema theory employed in the study implicates that reading comprehension performance is generated from the interaction between top-down strategy (metacognitive) and bottom-up strategy (cognitive).

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Brit J of Edu Psychol - 2017 - Parkinson - Multiple aspects of high school students  strategic processing on reading

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Article 2: Parkinson, M. M., & Dinsmore, D. L. (2018)

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Article 2: Parkinson, M. M., & Dinsmore, D. L. (2018)

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Parkinson, M. M., & Dinsmore, D. L. (2018). Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use. British Journal of Educational Psychology, 88(1), 42-62. https://doi.org/10.1111/bjep.12176

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Article 2: Aim: provide an in-depth examination of these less-often considered aspects of strategy use – specifically on the quality of use and how strategies are used conjunctively – to expand the current models of strategic processing and better explain how strategic processing can influence performance during reading

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Article 2: Aim: provide an in-depth examination of these less-often considered aspects of strategy use – specifically on the quality of use and how strategies are used conjunctively – to expand the current models of strategic processing and better explain how strategic processing can influence performance during reading

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1.  How does the quantity, quality, and level of cognitive and metacognitive strategy use relate to the conjunctive use (i.e., multiple strategies being used together during one strategic episode) or discrete use (i.e., one strategy being used during one strategic episode) use of strategies while reading an expository or persuasive text?

2.  Do the interrelations of cognitive and metacognitive strategy use in question one influence performance in well- and ill-structured outcome tasks?

3. Does type of text, students’ prior knowledge, and interest help further inform strategy use, task outcomes, and the relation between strategy use and task outcomes?

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21 high school students from mid-Atlantic region of the US. The chosen students were average or above average in terms of reading competence.

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Article 2:A case study (?) - Using Think-Aloud Protocol (TAP)- 

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Article 2:A case study (?) - Using Think-Aloud Protocol (TAP)- 

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Procedure:
-These participants completed measures of prior knowledge and interest.
- Then they  read either an expository or persuasive text while thinking aloud.
-Finally  then completed a passage recall and open-ended response following passage completion.
Measures:
-Subject-matter knowledge test- to quantify participants’ domain and topic knowledge in astronomy and astrobiology, respectively. 16 questions including 10Qs for testing astronomy and 6Qs for astrobiology
-Interest test: used a set of 15 items about the usefulness of each domain and topic
- 2 tex passages used in a previous study with undergraduates
-Strategic processing - using an a set of codes developed in preceding studies  ( Fox, Dinsmore & Alexander, 2010) and set of possible behaviours ( Pressley and Afflerbach, 1995)
- Passage recall - 10multiple choice Qs
-One open-ended question using SOLO taxonomy for the problem-solving task outcome.

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In general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables.

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Evaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated.

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Students' Strategic Use of Multiple Sources during Expository Text Reading- A Longitudinal Think-Aloud Study

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Text Engagement Reading Strategy Use A Case Study of Four Early Adolescent Students

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Effectiveness and Students’ Perception of the Use of Pre-reading Strategies and Summaries- A Case Study of Adult EFL Students in a Reading Comprehension Course-

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Effectiveness and Students’ Perception of the Use of Pre-reading Strategies and Summaries- A Case Study of Adult EFL Students in a Reading Comprehension Course

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Article 3: Aim:  examine university students' strategic processing of multiple sources as they attempted to learn from expository texts in an ecologically valid way

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Article 3: Aim:  examine university students' strategic processing of multiple sources as they attempted to learn from expository texts in an ecologically valid way

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RQ1:  How do students strategically process multiple sources as they read expository texts as part of their normal studying?
RQ2: Are there any changes in students' strategic processing of multiple sources over time?
RQ3: Are changes in students' strategic processing of multiple sources related to changes in the reading task, in particular to changes in the reading task from first-time reading to keep up with lectures to review in preparation for the examination?
RQ4: Is students' strategic processing of multiple sources during reading associated with their academic achievements?

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- 7 full-time students (3 women, 4 man ranging in age from 20 to 22) were at the Faculty of Law, University of Oslo (Norway) , who were in the first year of their law studies and attended a 1-year long basic course in civil law.
- Initially, 9 students were chosen from 18 volunteer participants. However, 1 student declined later, and 1 students using textbooks as reference books was not suitable for the research .
- All the students scored within the normal

range (i.e., obtaining stanine scores between 3 and 7) on a standardized test of reading speed (Stromso, Hagtvet, Lyster, & Rygvold,

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Article 3-A longitudinal case study- TAP- 

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Article 3-A longitudinal case study- TAP- 

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Procedure:
@1st session:
- Step 1: an hour audiotaped semistructured interview. Ss were asked for background information (previous education, work experience, reading history, study habit, their perceptions of the course and the texts that they read as part of the course. )
- Step 2: After the interview, Ss reading speed and decoding skills were assessed for 15 mins
-Step 3: Ss practiced think-aloud method for 20 mins by reading two expository texts which were not law related.
- Step 4: After the practice, Ss were asked about why they had selected the texts that they had brought along, including questions about why they had selected this text, and, if they had read other parts of the book or this particular text before, how they would describe this text. (The students were asked to bring along to each session one course text and any supporting literature that they were actually reading at the time)
- Step 5: The students read their text while thinking aloud for a 20- to 30-min period, with the think-aloud protocol recorded on both audio and video. Each of the first sessions lasted approximately 2hrs.

@ The 2nd sessions took place 4 weeks after the 1st sessions. And the interval between the sessions was approximately 4 weeks. - The 2nd and 3rd sessions lasted between 45-60 mins.

@ The 2nd and 3rd sessions started with Step 4 as in the 1st sessions.
- short audiotaped interview -10mins - Ss were asked about the text that they brought along and whether they had made any changes in their study habits since the last session.
-Rehearse think-aloud
-Read and think- aloud the text in 20-30 mins
Texts: 7 students read total 20 different texts (19 of these texts from textbooks, 1 from legal case).9 of the text readings involved review of texts that the students had read previously outside the context of the study.
- Think aloud protocols provided the pri-

mary data source. The interview data served only a supplementary and secondary role, providing us with a background that helped us understand and interpret the

on-line think-aloud data. Thus, this study first analyzed the strategic processing and its focus for all the participants taken together over the three

reading sessions. Next, we supplemented the analysis of group data with a comparative analysis of three individual.

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- 4 types strategic processing including: memorisation, elaboration, organisation and monitoring
- whereas memorization and organization were primarily used to process information located in the selected text, the students used monitoring and, especially, elaboration to construct more linkages external to the text they were reading.
- it was found that the students focused their strategic processing less on text-internal and more on text-external (i.e., exogenous) so over time. Thus. Ss' strategic processing seemed to become less directed towards the construction of a textbase and more directed at the information of a situation model over time.
- students who focused their elaboration and organization activities most on exogenous sources also obtained the highest grades at the final examination.
-students' more general perceptions of the course texts may also be related to their strategic use of multiple sources during reading.

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- it seems like a good idea to provide students with instruction in how to integrate information across multiple texts. Instruction could involve, for example, that course instruc- tors demonstrate and model how they use multiple sources strategically while engaged in scholarly work
- teaching that focuses on document information concerning the author, the setting, the type, and the rethorical goals of the text (Perfetti et al., 1999) might facilitate students' reading of multiple texts.
- reading of multiple texts may facilitate students' learning especially when they have reached a certain level of competence in a domain (Spiro et al.,

1994; Stahl et al., 1996). With minimal domain knowledge, the reading of multi- ple texts may well result in more confusion than learning.

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Article 3:Strømsø, Braten, & Samuelstuen (2003)

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Article 3:Strømsø, Braten, & Samuelstuen (2003)

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Strømsø, H. I., Bråten, I., & Samuelstuen, M. S. (2003). Students' strategic use of multiple sources during expository text reading: A longitudinal think-aloud study.Cognition and Instruction, 21(2), 113-147. https://doi.org/10.1207/S1532690XCI2102_01

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Bippert, K. (2020). Text engagement & reading strategy use: A case study of four early adolescent students. Reading Psychology, 41(5), 434-460. https://doi.org/10.1080/02702711.2020.1768987

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Article 4: Aim: This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with challenging texts?

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Article 4: Aim: This study explores the question: in what ways do students successfully and unsuccessfully use self-initiated comprehension strategies in their efforts to engage with challenging texts?

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- This study was set in an urban middle school in south central Texas, serving a predominantly low socio-economic community with over 90% of students who identify as Hispanic.

-Purposeful and criterion-based sampling. The criteria are as follows:

1. A middle or junior high school serving grades 6, 7, and/or 8

2. School that addresses reading interventions with readers identified as struggling through the use of standardized testing measures, or other reading assessment methods such as running records and reading inventories

3. School that has at least a portion of their reading intervention program administered through a computer-based component

4. School that is willing at the district and campus levels to participate in this research study for a period of three to six months

- The participants in this study were four students in one seventh grade reading intervention class. All of the participant students worked with the Achieve 3000 program as the primary component of a reading interven- tion program.

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Article 4: A case study- Qualitative approach

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Article 4: A case study- Qualitative approach

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Procedures:
1. Pre (week 1) and post-(week 11) study interviews.
2. Informal conversational interviews for clarification of any questions that arose
3. Observational field notes and screen recordings of students'  behaviours while using computer-assisted reading intervention  program (Week 2-11)
- Data collection duration: 11 weeks
Measures to improve the reliability of the study
- Keep a reflexive journal
- Member checking
-Peer debriefing- checking analyses with a third party (e.g fellow colleague)

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Torres, D. B. (2017). Effectiveness and students’ perception of the use of pre-reading strategies and summaries: A case study of adult EFL students in a reading comprehension course. Revista De Lenguas Modernas, (27)

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Students identified as struggling often rely on a limited set of strategies, and have less flexibility with these strategies; students were found to also use these strategies for no other reason than for the sake of performing the strategy. As in this study, Brandon was willing to “perform” the summarizing strategy, but for the sake of performance without engaging with the text in a meaningful way.

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-Teachers should recognize students’ existing set of strategy tools, the reading skills and behaviors that students even are unaware of themselves.The ways in which students construct meaning from a text may not necessarily be measurable, visible, or easily tracked by a teacher or program.
- Dialogic strategies are not only difficult to track and record but can often be mistaken as inappropriate off-task behaviors.
- Teachers should acknowledge the strategies that students naturally draw on in an effort to increase the students’ sense of competence as readers.
- Teachers should also provide explicit strategy instruction in a variety of strategies. While some strategies are easier for teachers to observe and measure, such as summarization, question generation, and predicting, teachers should consider developing dialogic strategies that get students talking about the text; think-alouds, read-alouds, collaborative reading assignments, and text discussions are just a few examples of strategies that support “comprehension-as-sensemaking”.
- Teachers should continue to support a classroom environment that builds positive student relationships. Teacher-to-student relatedness is as important as student-to- student relatedness. Get to know your students’ strengths as readers, as well as their areas of need. Asking students about their personal reading goals is also important for building these teacher-to-student relationships.

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Medina, S. L. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study/Efectos de la instruccion de estrategias en un curso de comprension de lectura en ingles como lengua extranjera: Un estudio de caso.PROFILE Issues in Teachers' Professional Development, 14(1), 79.

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Investigating Young Children s Use of Reading Strategies A Longitudinal Study

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- 36 adult students taking the course LM-1032 in the Section of English for Other Majors (SIPOC) at the School of Modern Languages from the University of Costa Rica (Rodrigo Facio Campus). Most of them were un- dergraduates registered in different majors.
- 3 Ss later dropped out of the course.

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Article 5: Aim: answer the questions of  To what extent does the completion of pre-reading exercises and summaries enhance reading comprehension? and, what are the learners’ perceptions of the usefulness of these tools to read texts in English? 

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Article 5: Aim: answer the questions of  To what extent does the completion of pre-reading exercises and summaries enhance reading comprehension? and, what are the learners’ perceptions of the usefulness of these tools to read texts in English? 

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Sub-research questions:
1. How can the pre-reading exercises help them cope with the difficulty/ difficulties that they encounter to understand texts in English?

2. What are the students’ perceptions, before and after the interventions, of the usefulness of different pre- reading activities, including the K- P-W-L chart, to understand texts in English?

3. What are the students’ perceptions, before and after the interventions, of the usefulness of writing sum- maries to show their understand- ing of texts?

4. How well do students perform in the reading comprehension exercis- es and summaries for the diagnos- tic assessment, the interventions, and course assessments?

5. To what extent did students feel confident about their comprehen- sion of texts in English before and after the interventions?

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Article 5: Case study - Quantitative approach 

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Article 5: Case study - Quantitative approach 

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Procedure:
- Pre-intervention questionnaire of Ss perceived language proficiency, the frequency of Pre-reading strategy use, perception about pre-reading activities and summaries and perceptions about factors affecting understanding of texts
- Then, Ss were asked to do a diagnostic test:  read a text, do some comprehension exercises and summarise the text in Spanish.
- Next, provide 5 instructional interventions (5 sessions) for Ss to practice including: difference between explicit vs implicit information, 3 types of inferences (real/false/not implied), 4 rhetorical patterns (generalization, description, definition and classification)
-The course is taught in Spanish. Students did pre-reading exercises and summaries in Spanish.
- The mid-term of the course was used as the post-intervention test. Before the mid-term test, 2 quizzes were given after every two sessions.
- Also, Ss were given the post-intervention questionnaire .

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-Sub RQs 1+2:
Factors affecting Ss understanding of texts: lack of vocabulary, lack of knowledge of the topic, lack of interest in the topic.
Ss affirmed that pre-reading activities could help Ss overcome language barrier in terms of vocabulary, and contribute to identifying the main idea of the texts.
-Sub RQ3+4
the number of “a lot” responses in the post-intervention questionnaire increased, showing a positive change in Ss' perception about the usefulness of pre-reading activities.

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It was observed that assign- ing homework and asking students to send their answers by mail had a positive effect on them because the constant practice out of class forced them to study more, and many of them performed well on the formal assess- ments. Therefore, it is pivotal to raise awareness about the need of practic- ing and constantly using the strate- gies taught in the course in order to see improvement progressively.

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METACOGNITIVE PROCESSES TEACHING STRATEGIES IN LITERACY EDUCATION COURSES

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a group of 26 Ss 24 women and 2 men aged from 19 to 22)  in the Faculty of Nursing at Universidad de Antioquia - Columbia.

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What, if any, are the effects of reading strategy instruction in an undergraduate group taking a reading comprehension course?

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Article 6- Exploratory case study - mixed method approach 

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Article 6- Exploratory case study - mixed method approach 

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-The course lasted 20 weeks with one 4-hour class per week. The course was taught in Ss' mother tongue - Spanish but the exercises and readings in English.
-Reading Comprehension courses I and II are included in Ss curriculum. Only Reading comprehension I was taken as the setting for data collection. Ss were instructed of reading strategies:
+ having a purpose
+ previewing
+  skimming
+  scanning
+ predicting
+ inferring, using cohesive devices,
+ guessing word meaning
+ activating background knowledge.
-The participants expressed a high level of motivation to attend this course.
- 3 research instruments:
+ a Multiple choice- reading comprehension test- 20 Qs and lasts in 90 mins -
+ field notes and self-reflection in a diary
+ Open questionnaire

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- The effects of the reading strategy instruction were quite useful for these foreign language readers because they improved in reading comprehension.

- When the students applied the reading strat- egies, their self-confidence improved and this resulted in higher levels of motivation.

-  When the learners applied the reading com- prehension strategies as they read, the use of a dictionary was considerably reduced.

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-Knowing how to use reading strategies helps EFL readers to interact with the reading but it does not mean that they are autonomous readers.
- Further research is necessary to examine the issue of learner autonomy when students are applying reading strategies.

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- Ss received a 15-week instruction program in pre-reading activities and summaries.
- Used Descriptive statistics analysis for questionnaire, quiz, and writing performance to capture changes in perceptions between pre- and post intervention
-Reliability risk: Ss did some exercises at home, so it was questionable that if they did by themselves without any support (e.g. using dictionary, asking someone...)
-This could be applied to teaching online where instructors do not know if Ss use online dictionary when they do practice exercises, or even tests.

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- the study used descriptive statistics to analyse test results and data from questionnaire and field notes
- this research was conducted by a MA student

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Article 7: Krager, Martin & Schreier (2015)

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Article 7: Krager, Martin & Schreier (2015)

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Kragler, S., Martin, L., & Schreier, V. (2015). Investigating young children's use of reading strategies: A longitudinal study. Reading Psychology, 36(5), 445-472. https://doi.org/10.1080/02702711.2014.884031

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-Stratified sampling was used to recruit 30 Ss in grade 1 representing 3 reading levels : low (10), average (10) and above-average (10)
-Due to attrition (lack of attendance and school change), 9 boys, 7 girls remained in the study.
- At the end of the study, 8 Ss were high readers, 5 were average and 3 were low .
- The children were Caucasian and spoke English.

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Article 7: report the development of 16 children’s use of reading strategies as they moved from first to third grade.

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Article 7: report the development of 16 children’s use of reading strategies as they moved from first to third grade.

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The study and analyses were guided by four questions:
(a) What strategies do the children report using while reading?,
(b) What strategies do the children use while reading?
(c) What types of changes take place in these children’s reported strategy use over time?,
(d) Is there an impact of the use of strategies on comprehension?

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Article 7: longitudinal case study- Qualitative approach 

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Article 7: longitudinal case study- Qualitative approach 

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-Structured interviews and observational data were collected from the first to the third year. In the first year, there were 2 interviews; 4 interviews in the second year and 4 interviews in the third year
- The interview Qs include:
+ What are you thinking while you read the story?
+ What are you doing to understand the story?
+ Did you have any problems? and
+ What did you do?
- Running records and anecdotal notes : the researchers collected running records while the students read. In addition, the researchers noted other reading behaviors the students exhibited while reading the text, e.g., pointing, using the illustrations, and stuttering. Ss were asked some Qs (as prompts while reading) such as:
+ What are you thinking?
+ What are you doing to understand the the book?
- Retelling : A retelling of each text read was collected to examine the students’ comprehension

-Using statistical analysis: the interview data was transcribed, and coded - using 2 way within subject ANNOVA to estimate the change in children's responses to the types of strategies used while reading overtime.
- For running records and anecdotal notes, MISCUE Analysis was used to analyse children oral's reading

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- The data indicated that there was alignment bt Ss' reprted and observed strategy use.
-The children were observed using a variety of strategies—i.e., using pictures, sounding out, skipping text, self correcting miscues and these strategies did not change much over the three years . However, there were some differences among the strategies and readers.
- By the end of third grade, the students realized they were making miscues as they read, and they self corrected their miscues on a regular basis. As they corrected their miscues, the students were simultaneously using two and three strategies, such as using pictures, sounding out words, and pointing. However, this was more indicative of the average and high readers.
- By reporting and using a variety of strategies, children showed signs of metacognitive awareness and made metacognitive judgments while reading.
Some generic strategies, such as thinking, were dropped, while other strategies, such as rereading, inferencing, and monitoring, increased.
- Even though the students were using several strategies as they read, there seemed to be little impact on their actual comprehension, as evidenced from their retelling scores.
- Some strategies used  were not reported probably due to the fact that the use of these strategies is automatic

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-There should be more time for more explicit modeling and student practice of comprehension strategies.
- Primary teachers need to not only include explicit com- prehension strategy instruction in the content areas but also to al- low time for discussion of the material and content vocabulary to occur stressed the importance of strategy instruction while also discussing the concepts in texts.

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For interviews data, the study used Content analysis (Inferential statistics) to analyse the data source
-Research subjects: children
- Three year duration
- There was no specific instruction program mentioned

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Metacognitive Reading Strategies Can Improve Self Regulation

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Gorsuch, G., & Taguchi, E. (2010). Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports. Language Teaching Research : LTR, 14(1), 27-59. https://doi.org/10.1177/1362168809346494

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- Participants were 30 Vietnamese members of an intact class of intermediate college-level English language learners in provincial Vietnam.
- There were 6 males and 24 females, and their mean age was 22.
- All intended to become L2 teachers in rural secondary schools in the same province as the university. The participants generated both quantitative and qualita- tive data for a larger study, and this report focuses on the qualitative data.
- Data was collected over the course of an RR treatment of moderate intensity and length (16 treatments in an 11-week period)

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1. Do readers report the use of reading strategies? Do their reports change over time?

2. Do participants report being motivated to read, or apply knowledge learned from treatments to reading or learning situations outside of class? Do their report change over time?

3.   Do participants report changes in their reading speed and comprehension?
4. Does assisted RR appear to develop other language skills, in participants’ eyes?
5. What features of FL text do participants report as being attention resource- demanding? What evidence is there that changes are taking place in the degree to which these features of text are resource demanding as the assisted RR treatment continues?

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Article 8: Qualitative approach- students' reports

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Article 8: Qualitative approach- students' reports

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Procedure:
Each 35-minute RR session followed the same procedure:

1. Participants read an approximately 500-word segment of a short story once while timing themselves with a stopwatch. They wrote their times on a time log sheet.

2. Participants then read the text a second and then a third time while listening to it on an audiotape or being read aloud by one of the authors.

3. Participants finally read the text a fourth and fifth time, timing themselves for each reading and marking each time on their time log sheet.

4. At the end of the session, participants wrote a short report either in English or Vietnamese (their choice).

At the end of each RR session, participants wrote a report by hand, which they then handed in before leaving the classroom. All data for this study come from participants’ reports. As participants had 16 RR treatments (sessions), each participant wrote 16 reports spaced over an 11-week period.

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- The findings, in the form of learner comments collected longitudinally, strongly suggest that an RR program of moderate length and intensity developed learners as independent readers.
-Throughout the RR treatment of 11 weeks, a number of participants reported increases in their comprehension and reading speed, even though they were not specifically requested to comment on these issues in their post-session reports.
-For nearly all comment categories, frequency of mention remained steady throughout the treatment. This suggests that the positive effects of longer-term RR treatments are additive and perhaps cumulative, as shown in Table 1 where first session first reading word-per-minute reading rate for the group is 162.200 and the sixteenth session first reading rate is 261.020. Participants could read a new text faster at the outset of the five readings in the sixteenth session.
-Throughout the treatment, participants made 36 comments to the effect that assisted RR improved their reading skills.
-Learners also report an increased awareness of trade-offs between reading speed and comprehension

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1. what metacognitive awareness do students bring to class?

2. what impact will reflective writing on metacognition have on students’ understanding of metacognitive training for developing readers?

3. how will students apply their knowledge of metacognitive awareness and executive control in their work with developing readers? and

4. what reading instructional approaches will students propose, given a teaching case of a student experiencing comprehension difficulty, especially after a semester of think-alouds, metacognitive journals, tutoring students, involvement in class sessions focused on understanding metacognition?

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Thomas, K. F., & Barksdale-Ladd, M. A. (2000). metacognitive processes: Teaching strategies in literacy education courses. Reading Psychology, 21(1), 67-84. https://doi.org/10.1080/027027100278356

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-Ten participants were chosen from a pool of over 70 students in two courses for this study. Most of the Ss were Caucasian.
- 3 Ss were selected in a course section consisting of 24 students in an “Elementary Reading” course taught in a northern, midwest state.
- 7 participants were selected from a group of 55 from two course sections of “Reading Instruction in the Intermediate Grades” taught in a southern state.
-These Ss received intensive instruction in metacognitive strategies which highlighted metacognition and executive control in the reading process.

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Procedure:

1. a transcribed think-aloud for analysis in class

2. a metacognition journal in which each student made ten entries

3. course readings and class discussions on metacognition, executive control, and strategies for developing metacognitive awareness,

4. a tutoring practicum involving work with a young reader.

Data source:
1. Think-aloud transcriptions were generated by Ss. They then analysed them and categorised metacognitive processes
2. Metacognition journal were used while reading self-selected materials.
3. Reflective journal - records of work student completed in tutoring a young reader for one hour per week.
4. Ss responded to a case study of a fourth grader who had serious comprehension problems

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-Results indicated that while university students understood and applied metacognitive strategies in their personal reading and were aware of these strategies that made them strategic readers, they applied little of these strategies to the tutoring and case study situations.
-  Think aloud data showed strategies that Ss used:
(a)making  judgmental  or  evaluative  comments
(b)  questioning

(author’s statements, characters’ actions, unknown information),

(c) predicting,
(d) activating schema  (for story),
(e) monitoring

(identifying comprehension failure and rereading), and
(f) connecting text information to prior knowledge/making inferences based on prior knowledge.

- Readers monitor when comprehension fails, not when it is succeeding. Monitoring occurred when readers found themselves in comprehension dissonance indicating something was not making sense or not coming together in their minds.

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-the think-aloud protocol, the metacognitive journal, the tutoring work, and the teaching case response, taken together, had a powerful impact on the develop- ment of metacognitive understandings in our university students. In other words, for the most part, the students quickly figured out what we wanted, and they gave it to us.
- The university literacy education students defined reading in our classrooms as a process of making meaning, using metacognition, and calling up prior knowledge, while with their tutees, they operationally defined reading as a process of “breaking the code.”
-The students tended to treat metacognition as something only fluent readers could do, perhaps because they had just become aware of doing it in their assignments.
-The students did not see these metacognitive strategies (monitoring, formulating, bringing self to text) as helpful strategies which could be employed to help break the code.

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Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation.Journal of College Reading and Learning, 40(2), 45-63. https://doi.org/10.1080/10790195.2010.10850330

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- Instructor effects should be taken into account.
- Ss received 11 week Repeated Reading treatment
- Used content analysis (descriptive statistics- counting - frequency) and thematic to analyse students' reports

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-Instructor effects should be taken into account.
-Repeating this study with larger numbers and other instructors may help to validate the generalizing of results.
- Ss received intensive an program instruction in metacognitive strategies
-Thematic analysis ?

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- 5 college Ss (aged from 19-20 yrs old) attended a two semester developmental reading class taught by the researcher.
-The setting of this study was a community college in central New Jersey.

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- Could reading strategies that seem to assist younger students also improve college students' reading behaviors?
- Could such strategies enable college students to become self-regulating readers, that is, readers who monitor and control their reading processes to comprehend texts?

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Article 10:  Case Study - Qualitative approach -TAP (supplementary data source)

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Article 10:  Case Study - Qualitative approach -TAP (supplementary data source)

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Over the course of two semesters, the following strategies were taught:
+ connecting personal schemata to text (background knowledge)
+  implementing fix-up strategies for unknown word meanings or confusing sentences,
+ asking questions of the text
+ drawing inferences from the text,
+ summarizing/synthesizing, and
+  determining importance of a text through the use of marginal notes (annotating)
Data Sources:
1. Interviews: before and after the 10-week instruction (primary source of data)
2. Think-aloud protocols (used to determine what metacognitive reading strategies that the Ss used) while reading : 2 think aloud protocols were conducted with each participant and prior to each of the two interviews
3. Informal observations : during each class - capture classroom behaviours related to their struggles, reactions and successes while learning the reading strategies
4. Document Analysis -Student documents : notebooks, textbooks and other study materials from the Ss' other college course
5. Comprehension assessment: Ss were required to do it after think-aloud protocols

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-The three most frequently used strategies were connecting schema, making inferences, and activating background knowledge prior to reading. It is impossible to say with certainty why these were the most preferred strategies, but one possible explanation is that they were the first strategies introduced in the reading course. Thus, they were modeled and practiced more frequently than the other strategies.
- The students' enhanced knowledge seemingly allowed them to become more self-regulated readers.

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- This study demonstrated the positive influence metacognitive reading strategies can have on college students' ability to self-regulate while reading. Thus, this researcher offers teaching methods that may serve to guide other educators in the field of developmental college instruction to assist their students in achieving improved reading abilities, and ultimately, greater success in college level classes.
-Repeated modeling, practice, assessment, and continued feed- back regarding these strategies were necessary to see progress. Students must be exposed to strategies more than once, and must have repeated opportunities to practice strategies after they are introduced .
- Activities that incorporate authentic texts, written at a college level, would be most beneficial, as these types of text would pre- pare the students for real reading situations.
- Allowing students the opportunity to listen to how other classmates, as well as the teacher, utilize reading strategies would allow them to better grasp their value and scope.

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- Narrative analysis
-10 week-study project
-Provided a two semester instruction program