Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers

Abstract

This study examines the content of eight of the current generation of basal reading series to determine how and the extent to which lessons and activities that promote metacomprehension behaviors necessary for independent strategic reading were included in the second‐, fourth‐, and sixth‐grade levels of these series. The data derived from page‐by‐page inspections of current programs suggest that basal authors have made considerable efforts to incorporate activities and lessons that promote or foster strategic reading through comprehension skill instruction, through explicit strategy instruction, and in the context of directed reading activities that accompany reading selections.