Metacognitive Reading Strategies Can Improve Self-Regulation

Abstract

This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility. Through the use of interviews, think-aloud protocols, informal observations and document analysis, the following outcomes of instruction were uncovered: increased knowledge of reading strategies, ability to use the strategies successfully to change overall reading behavior, and understanding of the strategies' value. The combination of these outcomes seems to have contributed to the students' ability to self-regulate while reading.

Additional information

Notes on contributors

Susan Nash-Ditzel

Susan Nash-Ditzel received a B. S. and an M. A. in Elementary Education from The University of Connecticut. She has worked as an elementary classroom teacher, basic skills teacher, and reading consultant in Connecticut and New Jersey. In 2008 she completed a doctorate in Literacy Education at Rutgers University and is presently working as an instructor of Developmental Reading at Brookdale Community College in New Jersey.