Reading, like all areas of human learning, is complex and multidimensional. Educational psychology has an opportunity to contribute further to a science of reading, and potentially to a science of reading instruction, by expanding its traditional theoretical and methodological orientations to embrace this complexity. Topics central to this effort…

Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students' reading comprehension and monitoring skills. Thirty-four students were assigned to the RT…

This mixed methods study explored the relationship between what beginning readers say about their thought processes for self-monitoring their reading and their ability to self-correct. Using Epistemic Network Analysis to visually map the metacognitive processes first-graders reported, results indicate a statistically significant difference (p…

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the…

This document describes experimental research conducted with the objective of better understanding adults' self-regulatory decision-making (e.g., study choice) process in reading for comprehension. The primary objective of this study was to investigate the extent to which individuals' self-regulatory process may be influenced by…

The primary goal of this study was to explore the changes that four Korean university students made in their regulation of cognition during reading processes. The students were trained using explicit reading strategy instruction based on the CALLA model. To this end, first, metacognition was framed and categorized by the definition from Baker and…

With the growing prevalence of Web 2.0 technologies and use of online resources in their classrooms, language learners have increasing exposure to online texts. In this study we attempted to understand how university level second language (L2) readers construct meaning when reading online. We investigated L2 readers' information-seeking strategies…

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…

Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…

Argues that metacognition gives a framework for understanding earlier studies on the relationship between reading rate and text characteristics and points toward an explanation for reading flexibility. (FL)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Examines, in two studies, the cognitive processes involved in locating specific information in a document, such as a table or directory. Concludes that efficient search is a matter of selective inspection to retrieve information relevant to specific goals. (SR)

Expository passages containing either main point inconsistencies, detail inconsistencies, or no inconsistencies were presented sentence by sentence to 90 college students. Subjects read through the passages at their own pace and were encouraged to reread sections of text whenever they wished. As expected, subjects spent more time on sentences…

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)