The purpose of this qualitative case study was to understand the influence of metacognitive reading strategies taught within a scaffolded instructional model on developmental college readers' abilities to self-regulate while reading. The study also sought to investigate shifts in the students' perceptions about themselves as readers, reading in general, and their reading practices.At the end of each think aloud protocol, students were orally asked ten related comprehension questions ranging from explicitly stated to implicitly stated ... Students were asked not to look back at the passage to answer these questions. ... a tenth grade reading level taken from the Secondary Reading Assessment Inventory.
|Title||:||A Fresh Look at College Developmental Reading|
|Author||:||Susan Sheffield Nash|
|Publisher||:||ProQuest - 2008|