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p.76 first paragraph
How does one teach a group of students new to the subject....?
I think this line clearly outlines the concern, the dilemma facing college level instructors in specific disciplines very well.

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GL #2
p.76
2nd paragraph,
"Brost and Bradely suggested the causal directionality may run the other way..."
I wrote in the margine "Who is on first?" from the old Abbott and Costello movie- and later in the article it discusses the vicious cycle nature of the issue.  Good to have what we are seeing semester after semester laid out this way.

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This list of specific ways to look at metacognition in a reading helped me alot. When I was doing the "think aloud" yesterday I was wondering about that and last night it was a question I discussed with my husband, who does lots of trainings with adults. We both agreed we needed a framework and there it is. :)

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p. 85
I use alot of  videos for this purpose related to assignments and overviews as well as some effort at the chapter- but now, reading the discussion portion of the page here I find the entire GVR list of the First through Fifth advantages helpful.
The golden line came on p. 86 , final statement ..." many students may genuinely need something akin to private tutoring for each reading. Guided reading videos provide an easy, efficient way to give it to them."
As a coach in ENG 102 and HST104, I made these all the time for the various course needs but not in this way. I have seen first hand how helpful it is , even without any expertise on my part. :)

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Click the plus sign in the pink circle at the bottom right of the screen to add a note.

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Offering metacognitive reading instruction without modeling the relevant strategies may be worse than offering no reading instruction at all...Oddly enough, the control group outperformed the group that received only strategy instruction without modeling.

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The survey results discussed above suggest that in addition to having potential cognitive benefits for students, GRVs may also be connected to increased motivation and confidence - affective benefits which could have their own effects on compliance and comprehension.

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...since Philosophy is generally taught in college, lower level students often have no experience to draw upon.
In my opinion, this relates to the article we had in our last lesson on "Outsiders vs Insiders"  I believe this would be a perfect analogy for that.

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Paraphrasing the paragraph, teachers teaching the content of the reading in class, which in turn translates to students of not having to read the content on their own because they know the instructor will cover it; students' reading skills are not developed...
Known as the "Comprehension-Compliance Cycle" or, a Domino Effect!

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Page 78 Modeling Metacognition and Providing Background Knowledge via Guided Reading Videos

However, Smith et al. suggested that offering metacognitive reading instruction without modeling may be worse than offering no reading instruction at all.

This goes on to describe a study with three groups of developmental college readers one group was taught metacognitive strategies, one group had the strategies modeled as well as taught, and a control group received no metacognitive instruction. The modeling group significantly outperformed the other two groups. The odd result was that the control group outperformed the group that had received only strategy instruction with modeling.

This was surprising even though I have learned in other articles and discussions that offering strategies for reading alone has not worked in the past. My thought was that any intervention is better than nothing.
The researchers speculated that students who might otherwise develop their own strategies through trial and error were confused by the strategy instruction. This underlines the importance of modeling and the need to communicate caution about teaching the strategies without modeling. This makes a case for appropriate intervention based on the framework, with no shortcuts.

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I really liked the section on GRVs. I made a few of these when teaching ENC96 and found them to be relatively helpful. However, none of my videos went as in-depth as what they are prescribing. This is making me rethink my strategies and want to add to these for my future classes. Specifically, I could use these to give instruction on HOW to read the information and not just summarize the information for them.

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Starting with the last paragraph on page 76 and the next paragraph on page 77 are fantastic. I'll admit to being this guy in a few previous classes. Though my assignments state what the students should be looking for in the reading, I have often missed the opportunity to explain the strategies they should utilize to find the answers. Perhaps going into more detail in class or via GRVs (in hybrids) would help in this.

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Page 75 Modeling…
Golden
"According to the 2003 National Assessment of Adult Literacy, only 31% of college graduates were proficient in prose literacy, down from 40% in 1992... "
What is the definition of prose literacy for this purpose? I needed background information to understand exactly what is meant by this statement. What I discovered is that it is typical reading an adult may encounter rather than scholarly articles.
“The knowledge and skills needed to perform prose tasks, to search and comprehend and use continuous texts (includes editorials, news stories, brochures, and instructional material).”

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"while the creation of guided reading videos does require a substantial initial time commitment, there are reasons to think it saves time in the long run as compared to other methods of reading instruction" (84-85)
This paragraph goes on to discuss the benefits of the GRV format (as opposed to the GRV content). That's useful to be aware of but also useful for convincing faculty members to give this a try.
Jessie

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"Instructors cannot expect students to read and understand assigned texts on their own, so they teach the content of the reading in class. Since instructors teach students the content of the reading in class, the students do not bother to do the reading."

A vicious circle, indeed! I understand both sides of this.