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

 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.

 

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

- 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.

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?

- 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.

-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 

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?

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. 

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

(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.