Reports on a study of metacognitive strategy training for reading in English as a Second Language. The study indicated that such training was effective in enhancing second language reading, although the measured effectiveness of training was influenced by the way reading was measured and differences in students' learning styles. (62 references)…

Provides an overview of the external and internal constraints in relation to summarizing skills and student performance, and suggests pedagogical approaches to mediating the cognitive load. (30 references) (GLR)

Discusses aspects of reading research besides schemata theory and applies them to second language (L2) reading research. A technique is presented to introduce comprehension monitoring to students, and studies use reciprocal teaching and think-aloud procedures and appropriate L2 applications for each. (LMO)

Illustrates the comprehension-monitoring process used by first (L1) and second (L2) language readers of English as they read expository prose and compares the comprehension-monitoring strategies of L1 and L2 readers with respect to two problems: locating a referent and defining a vocabulary item. (59 references) (GLR)