A study explored the cognitive processes and social-situational influences underlying students' assessment of their own foreign language proficiency, focusing on process rather than result of self-evaluation. The subjects, 28 college student learners of French at different course levels, were administered a self-assessment questionnaire on the…

In four experiments studying the think-aloud method, two first-year and two fifth-year students of translation were asked to produce a written translation from English into Finnish. This paper discusses the differences in how the two levels of students used various sorts of reference material. The fifth-year students proved to be very skillful and…

A study focused on enhancing the validity of foreign language (L2) reading comprehension assessment measures. Subjects included 131 cadets (88 beginners and 43 non-beginners) enrolled in French courses at the United States Air Force Academy in Colorado Springs, Colorado. First language (L1) reading comprehension was measured using the…

A study investigated the strategies used by learners of English as a foreign language (EFL) to comprehend texts written in English. Subjects were 15 student teachers enrolled at a state university in Indonesia. Data were gathered using think-aloud tasks, retellings, a reading comprehension test, in-depth interviews, and casual observation. Two…

Current theory posits that comprehension and meaning involve not only text but also what the reader brings to the text and the contextual elements of the reading. A study investigated how eight students in grade 9 read and created meaning from short story assignments in their English classrooms. Concurrent think-aloud protocols from four short…

Peer tutoring sessions involving two eighth-grade girls were recorded and analyzed through a Vygotskian lens. A "microgenetic analysis" of particular protocol excerpts from the tutoring sessions was conducted. When a lapse of intersubjectivity existed, participants frequently launched into narrative as a mediating device to negotiate a…

A study examined good and poor readers' inferencing strategies as they read unambiguous texts. Subjects, 42 fifth-grade students from 11 classrooms in a Boston metropolitan area urban school district, read 2 well-constructed mystery stories divided into 6 episodes--each episode ended with the introduction of a new clue related to solving the case.…

This study explored secondary preservice science teachers' attempts to implement a constructivist approach to science teaching in a practicum setting. Described is the secondary science education program at St. Francis Xavier University. Interview excerpts are presented as data. Results indicated: (1) student teachers went through two…

A series of three studies examined the influence of prior knowledge on expert readers' main idea construction processes. Eight expert readers read texts from familiar and unfamiliar content domains, and gave verbal reports of the processes they used for constructing main ideas. Five distinct main idea construction processes were reported: (1)…

A case study of writing behavior illustrates the potential rift between writers' awareness of audience perspective and their application of this knowledge. Twelve students (four each, aged 9, 13, and 18) in the San Diego, California, school system were asked by their teacher to write two letters about memorable places they had visited--one to a…

A protocol study investigated whether computer tutors (programs that interactively guide writers while they freewrite with a word processing program) promote or hinder a richer understanding of the composing process. The analysis focused on writers' attitudes toward computer tutors in the invention process. Data were collected by tape recording a…

This study is the eighth in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This report examines the initial reading strategies that a group of participating students used to begin a reading-to-write task and the impact of those…

This study is the ninth in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This report focuses on ways in which broadly-based cultural and institutional factors silently influence students' reading and writing behaviors.…

This study investigated social problem solving (SPS) and cognitive style (field dependence-independence) in 70 counselor trainees who were also elementary or secondary school teachers. Specifically, the study attempted to analyze and describe the SPS responses of counselor trainees; to examine whether SPS elements, styles, and processes varied…

Examines the problem-solving strategies of experts and novices. Summarizes the overall performance of four experts and eight novices. Examines several protocols in depth in order to show how subjects introduced new terms and relationships during problem solving sessions. Compares the strategies of expert and novice problem solvers. (CW)