Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”

References

• Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and Individual Differences, 20(1), 25–29. doi:10.1016/j.lindif.2009.09.002
   PubMed Web of Science ®Google Scholar
• Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14. doi:10.3102/0013189X032008010
   Google Scholar
• Alexander, P. A. (2018). Looking down the road: Future directions for research on depth and regulation of strategic processing. British Journal of Educational Psychology, 88(1), 152–166. doi:10.1111/bjep.12204
   PubMed Web of Science ®Google Scholar
• Alexander, P. A., & Fox, E. (2011). Adolescents as readers. In M. L. Kamil, P. P. Afflerbach, P.D. Pearson, & E. B. Moje (Eds.), Handbook of reading research (Vol. IV.). London & New York, NY: Routledge.
   Google Scholar
• Alexander, P. A., Grossnickle, E. M., Dumas, D., & Hattan, C. (2018). A retrospective and prospective examination of cognitive strategies and academic development: Where have we come in twenty-five years? In A. O’Donnell (Ed.), Oxford Handbook of Educational Psychology. Oxford, UK: Oxford University Press.
   Google Scholar
• Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 285–310). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Alexander, P. A., & Murphy, P. K. (1999). Learner profiles: Valuing individual differences within classroom communities. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences: Processes, traits, and content determinants (pp. 413–431). Washington, DC: American Psychological Association.
   Google Scholar
• Alfassi, M. (2004). Reading to Learn: Effects of Combined Strategy Instruction on High School Students. The Journal of Educational Research, 97(4), 171–185. doi:10.3200/JOER.97.4.171-185
   Web of Science ®Google Scholar
• Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21(4), 520–537. doi:10.1016/j.learninstruc.2010.08.003
   Web of Science ®Google Scholar
• Armand, F. (2001). Learning from expository texts: Effects of the interaction of prior knowledge and text structure on responses to different question types. European Journal of Psychology of Education, 16(1), 67–86. doi:10.1007/BF03172995
   Web of Science ®Google Scholar
• Bergman, L. (2001). A person approach to adolescence: Some methodological challenges. Journal of Adolescent Research, 16, 28–53. doi:10.1177/0743558401161004
   Web of Science ®Google Scholar
• Berkeley, S., & Riccomini, P. J. (2013). QRAC-the-code: A comprehension monitoring strategy for middle school social studies textbooks. Journal of Learning Disabilities, 46(2), 154–165. doi:10.1177/0022219411409412
   PubMed Web of Science ®Google Scholar
• Berkeley, S., Scruggs, T. E., & Mastropieri, M. A. (2010). Reading comprehension instruction for students with learning disabilities, 1995—2006: A meta-analysis. Remedial and Special Education, 31(6), 423–436. doi:10.1177/0741932509355988
   Web of Science ®Google Scholar
• Boekaerts, M. and Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54, 199–231. doi:10.1111/j.1464-0597.2005.00205.x
   Web of Science ®Google Scholar
• Bohn-Gettler, C. M., & Kendeou, P. A. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206–219. doi:10.1016/j.cedpsych.2014.05.003
   PubMed Web of Science ®Google Scholar
• Bouwer, R., Koster, M., & Van den Bergh, H. (2017). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, Advance online publication. doi:10.1037/edu0000206
   Web of Science ®Google Scholar
• Bråten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30(3), 359–396. doi:10.1016/j.cedpsych.2005.01.003
   Web of Science ®Google Scholar
• Bråten, I., & Anmarkrud, Ø. (2013). Does naturally-occuring comprehension strategies instruction make a difference when students read expository text? Journal of Research in Reading, 36(1), 42–57. doi:10.1111/j.1467-9817.2011.01489.x
   Web of Science ®Google Scholar
• Bråten, I., & Olaussen, B. S. (2005). Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30(3), 359–396. doi:10.12691/education-4-14-3
   Web of Science ®Google Scholar
• Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students’ topic knowledge? Journal of Educational Psychology, 96(2), 324–336. doi:10.1037/0022-0663.96.2.324
   Web of Science ®Google Scholar
• Bråten, I., & Strømsø, H. I. (2003). A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts. Reading and Writing, 16(3), 195–218.
   Google Scholar
• Breckenridge, J. N. (1989). Replicating cluster analysis: Method, consistency, and validity. Multivariate Behavioral Research, 24(2), 147–161. doi:10.1207/s15327906mbr2402_1
   PubMed Web of Science ®Google Scholar
• Brevik, L. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction? International Journal of Educational Research, 67(2014), 52–66. doi:10.1016/j.ijer.2014.05.002
   Google Scholar
• Broekkamp, H., & Van Hout-Wolters, B. H. A. M. (2007). Students’ adaptation of study strategies when preparing for classroom tests. Educational Psychology Review, 19(4), 401–428. doi:10.1007/s10648-006-9025-0
   Web of Science ®Google Scholar
• Broer, N. A., Aarnoutse, C. A. J., Kieviet, F. K., & Van Leeuwe, J. F. J. (2002). The effect of instructing the structural aspect of texts. Educational Studies, 28(3), 213–238. doi:10.1080/0305569022000003681
   Web of Science ®Google Scholar
• Capin, P., Walker, M. A., Vaughn, S., & Wanzek, J. (2018). Examining how treatment fidelity is supported, measured, and reported in K-3 reading intervention research. Educational Psychology Review, 30(3), 885–919. doi:10.1007/s10648-017-9429-z
   PubMed Web of Science ®Google Scholar
• Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–658. doi:10.1002/tea.21015
   Web of Science ®Google Scholar
• Chiu, C. W. T. (1998). Synthesizing metacognitive interventions: What training characteristics can improve reading performance? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
   Google Scholar
• Cornford, I. R. (2002). Learning-to-lean strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357–368. doi:10.1080/02601370210141020
   Google Scholar
• Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11(4), 333–346. doi:10.1016/0361-476X(86)90029-9
   Web of Science ®Google Scholar
• Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473–490. doi:10.1086/499651
   Web of Science ®Google Scholar
• Denton, C. A., Enos, M., York, M. J., Francis, D. J., Barnes, M. A., Kulesz, P. A., … Carter, S. (2015). Text processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50(4), 393–416. doi:10.1002/rrq.105
   Web of Science ®Google Scholar
• Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. doi:10.1016/j.edurev.2008.02.003
   Web of Science ®Google Scholar
• Dinsmore, D. L., & Alexander, P. A. (2012). A critical discussion of deep and surface processing: What it means, how it is measured, the role of context, and model specification. Educational Psychology Review, 24(4), 499–567. doi:10.1007/s10648-012-9198-7
   Web of Science ®Google Scholar
• Duffy, G. G. (1993). Teachers’ progress toward becoming expert strategy teachers. The Elementary School Journal, 94(2), 109–120. doi:10.1086/461754
   Web of Science ®Google Scholar
• Duke, N.D., Pearson, P.D., Strachan, S.I., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S.J. Samuels, & A. Farstrup (Eds.). What research has to say about reading instruction (4th ed., pp. 51–93). Newark, DE: International Reading Association.
   Google Scholar
• Entwistle, N., Meyer, J., & Tait, H. (1991). Student failure: Disintegrated perceptions of study strategies and perceptions of the learning environment. Higher Education, 21(2), 249–261. doi:10.1007/BF00137077
   Web of Science ®Google Scholar
• Fang, Z. (2008). Going beyond the fab five: Helping students cope with the unique linguistic challenges of expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51(6), 476–487. doi:10.1598/JAAL.51.6.4
   Web of Science ®Google Scholar
• Fawcett, S. (1991). Social validity: A note on methodology. Journal of Applied Behavior Analysis, 24(2), 235–239. doi:10.1901/jaba.1991.24-235
   PubMed Web of Science ®Google Scholar
• Flemish Ministry of Education and Training (2010). New cross-curricular attainment targets for secondary education. Brussels, Belgium: Agency for Quality in Education and Training.
   Google Scholar
• Fonteyn, M.E., Kuipers, B., & Grobe, S.J. (1993). A description of think aloud method and protocol analysis. Qualitative Health Research, 3(4), 430–441. doi:10.1177/1049732393003004
   Google Scholar
• Fox, E. (2009). The role of reader characteristics in processing and learning from informational text. Review of Educational Research, 79(1), 197–261. doi:10.3102/0034654308324654
   Web of Science ®Google Scholar
• Fryer, L. K., & Vermunt, J. D. (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1), 21–41. doi:10.1111/bjep.12169
   PubMed Web of Science ®Google Scholar
• Gallimore, R., & Tharp, R. G. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L.C. Moll (Ed.) Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175–205). Cambridge: Cambridge University Press.
   Google Scholar
• Garner, R. (1990). When children and adults do not use learning-strategies—toward a theory of settings. Review of Educational Research, 60(4), 517–529. doi:10.3102/00346543060004517
   Web of Science ®Google Scholar
• Graham, S., & Harris, K. R. (1994). Cognitive strategy instruction: Issues and guidelines in conducting research. In Vaughn, S., & Bos, C. (Eds.), Research issues in learning disabilities: Theory, methodology, assessment, and ethics (pp. 146–160). New York: Springer-Verlag.
   Google Scholar
• Greene, J. A., Costa, L.-J., Robertson, J., Pan, Y., & Deekens, V. M. (2010). Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education, 55(3), 1027–1043. doi:10.1016/j.compedu.2010.04.013
   Web of Science ®Google Scholar
• Greenleaf, C. L., Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., … Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647–717. doi:10.3102/0002831210384839
   Web of Science ®Google Scholar
• Greenleaf, C., & Valencia, S. W. (2017). Missing in action: Learning from texts in subject-matter classrooms. In K. A. Hinchman & D. Appelman (Eds.), Adolescent literacies: A handbook of practice-based research (pp 235–256). New York, NY: Guilford Press.
   Google Scholar
• Hacker, D.J., & Tenent, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology, 94(4), 699–718. 0663.94.4.699. doi:10.1037//0022-
   Web of Science ®Google Scholar
• Hagaman, J. L., Casey, K. J., & Reid, R. (2016). Paraphrasing Strategy Instruction for Struggling Readers, Preventing School Failure. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 43–52. doi:10.1080/1045988X.2014.966802
   Web of Science ®Google Scholar
• Hall-Kenyon, K. M., & Black, S. (2010). Learning from expository texts: Classroom-based strategies for promoting comprehension and content knowledge in the elementary grades. Topics in Language Disorders, 30(4), 339–349. doi:10.1097/TLD.0b013e3181ff21ea
   Web of Science ®Google Scholar
• Hamman, D., Berthelot, J., Saia, J., & Crowley, E. (2000). Teachers' coaching of learning and its relation to students’ strategic learning. Journal of Educational Psychology, 92(2), 342–348. doi:10.1037/0022-0663.92.2.342
   Web of Science ®Google Scholar
• Harris, K. R., Alexander, P., & Graham, S. (2008). Michael Pressley’s contributions to the history and future of strategies research. Educational Psychologist, 43(2), 86–96. doi:10.1080/00461520801942300
   Web of Science ®Google Scholar
• Harris, K., & Graham, S. (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from the Behavioral and Brain Sciences, 3(1), 77–84. doi:10.1177/2372732215624216
   Google Scholar
• Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136. doi:10.3102/00346543066002099
   Web of Science ®Google Scholar
• Heikkilä, A., Niemivirta, M., Nieminen, J., & Lonka, K. (2011). Interrelations among university students’ approaches to learning, regulation of learning, and cognitive and attributional strategies: A person oriented approach. Higher Education, 61(5), 513–529. doi:10.1007/s10734-010-9346-2
   Web of Science ®Google Scholar
• Henry, D. B., Tolan, P. H., & Gorman-Smith, D. (2005). Cluster analysis in family psychology research. Journal of Family Psychology, 19(1), 121–131. doi:10.1037/0893-3200.19.1.121
   PubMed Web of Science ®Google Scholar
• Janknegt, D., & Huibers, T. (2019). Wizenoze. Retrieved from https://www.wizenoze.com.
   Google Scholar
• Jeong, J., Gaffney, J. S., & Choi, J. O. (2010). Availability and use of informational texts in second-, third, and fourth-grade classrooms. Research in the Teaching of English, 44(4), 435–456.
   Web of Science ®Google Scholar
• Jitendra, A.K., Chard, D., Hoppes, M.K., Renouf, K., & Gardill, M.C. (2001). An evaluation of main idea strategy instruction in four commercial reading programs: Implications for students with learning problems. Reading & Writing Quarterly, 17, 53–73.
   Google Scholar
• Joseph, L. M., Alber-Morgan, S., Cullen, J., & Rouse, C. (2016). The effects of self-questioning on reading comprehension: A literature review. Reading & Writing Quarterly, 32(2), 152–173. doi:10.1080/10573569.2014.891449
   Web of Science ®Google Scholar
• Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. The Journal of Educational Research, 109(3), 253–265. doi:10.1080/00220671.2014.942895
   Web of Science ®Google Scholar
• Karlsson, A.K.J., Van den Broek, P.W., Helder, A., Hickendorff, M., Koornneef, A.W., & Van Leijenhorst, L. (2018). Profiles of young readers: Evidence from thinking aloud while reading narrative and expository texts. Learning and Individual Differences, 67, 105–116. doi:10.1016/j.lindif.2018.08.001
   Web of Science ®Google Scholar
• Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not. work: An analysis of the failure of constructivist. Educational Psychologist, 41(2), 75–86. doi:10.1207/s15326985ep4102_1
   Web of Science ®Google Scholar
• Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Buttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), 157–171. doi:10.1007/s11409-010-9055-3
   Web of Science ®Google Scholar
• Leopold, L., & Leutner, D. (2012). Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 22(1), 16–26. doi:10.1016/j.learninstruc.2011.05.005
   Web of Science ®Google Scholar
• Lindblom-Ylänne, S. (2003). Broadening understanding of the phenomenon of dissonance. Studies in Higher Education, 28, 63–77.
   Web of Science ®Google Scholar
• Lindblom-Ylänne, S., & Lonka, K. (1998). Individual ways of interacting with the learning environment: Are they related to study success? Learning and Instruction, 9(1), 1–18. doi:10.1016/S0959-4752(98)00025-5
   Web of Science ®Google Scholar
• Lombaerts, K., Engels, N., & Vanderfaeillie, J. (2007). Exploring teachers' actual realisations of selfregulated leaming practices in primary school. The Australian Educational and Developmental Psychologist, 24(2), 4–24. doi:10.1017/S0816512200029187
   Google Scholar
• McCardle, L., & Hadwin, A. F. (2015). Using multiple, contextualized data sources to measure learners' perceptions of their self-regulated learning. Metacognition and Learning, 10(1), 43–75. doi:10.1007/s11409-014-9132-0
   Web of Science ®Google Scholar
• McKeown, M.G., Beck, I.L., & Blake, R.G.K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218–253. doi:10.1598/RRQ.44.3.1
   Web of Science ®Google Scholar
• McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1–30. doi:10.1207/s15326950dp3801_1
   Web of Science ®Google Scholar
• McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Metacognition and Learning, 3, 1–11. doi:10.1007/s11409-011-9082-8
   Google Scholar
• McNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247–288. doi:10.1080/01638539609544975
   Web of Science ®Google Scholar
• McNamara, D. S., Ozuru, Y., Best, R., & O'Reilly, T. (2007). The 4-pronged comprehension strategy framework. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 465–496). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in text studying and problem solving: Development of a taxonomy. Educational Research and Evaluation, 12(3), 209–237. doi:10.1080/13803610500479991
   Google Scholar
• Meneghetti, C., De Beni, R., & Cornoldi, C. (2007). Strategic knowledge and consistency in students with good and poor study skills. European Journal of Cognitive Psychology, 19(4-5), 628–649. doi:10.1080/09541440701325990
   Web of Science ®Google Scholar
• Merchie, E., Van Keer, H., & Vandevelde, S. (2014). Development of the Text-Learning Strategies Inventory: Assessing and profiling learning from texts in fifth and sixth grade. Journal of Psychoeducational Assessment, 32(6), 1–15. doi:10.1177/0734282914525155
   Web of Science ®Google Scholar
• Merchie, E., & Van Keer, H. (2016). Mind mapping as a metalearning strategy: stimulating pre-adolescents’ text-learning strategies and performance? Contemporary Educational Psychology, 46, 128–147. doi:10.1016/j.cedpsych.2016.05.005
   Web of Science ®Google Scholar
• Millis, K. K., & King, A. (2001). Rereading strategically: The influences of comprehension ability and a prior reading on the memory for expository text. Reading Psychology, 22(1), 41–65. doi:10.1080/02702710151130217
   Google Scholar
• Moje, E., Stockdill, D., Kim, K., & Kim, H. (2011). The role of text in disciplinary learning. In M. Kamil, P. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 453–487). New York, NY: Routledge.
   Google Scholar
• Murphy, P. K., & Alexander, P. A. (2002). What counts? The predictive power of subject matter knowledge, strategic processing, and interest in domain-specific performance. The Journal of Experimental Education, 70(3), 197–214. doi:10.1080/00220970209599506
   Web of Science ®Google Scholar
• Ng, C. (2015). Learners’ Goal Profiles and their Learning Patterns over an Academic Year. International Review of Research in Open and Distributed Learning, 16(3), 86–109. doi:10.19173/irrodl.v16i3.1951
   Web of Science ®Google Scholar
• Nist, S.L., & Simpson, M.L. (2000). College studying. In M. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 645–666). Mahwah, NJ: Erlbaum.
   Google Scholar
• O'Donnell, (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78(1), 33–48. doi:10.3102/0034654307313793
   Web of Science ®Google Scholar
• Organisation for Economic Cooperation and Development [OECD] (2018). Education at a Glance 2018. Paris: Author.
   Google Scholar
• Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
   Google Scholar
• Petersen, R., Lavelle, E., & Guarino, A.J. (2006). The relationship between college students' executive functioning and study strategies. Journal of College Reading and Learning, 36(2), 59–67. doi:10.1080/10790195.2006.10850188
   Google Scholar
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. doi:10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545–561). Mahwah, NJ: Erlbaum.
   Google Scholar
• Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. Annals of Child Development, 4, 89–129.
   Google Scholar
• Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89(3), 301–342. doi:10.1086/461578
   Web of Science ®Google Scholar
• Pressley, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 265–286). New York, NY: MacMillan.
   Google Scholar
• Pressley, M., & Harris, K. R. (2009). Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. Journal of Education, 189(1-2), 77–94. doi:10.1177/0022057409189001-206
   Google Scholar
• Pressley, M., & Hilden, K. (2006). Cognitive Strategies. In D. Kuhn, R. S. Siegler, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Cognition, perception, and language (pp. 511–556). Hoboken, NJ: John Wiley & Sons Inc.
   Google Scholar
• Rachal, K. C., Daigle, S., & Rachal, W. S. (2007). Learning problems reported by college students: Are they using learning strategies? Instructional Psychology, 34, 191–199.
   Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2018a). Leerlicht: leerwerkboek [Learning Light: workbook]. Ghent, Belgium: Academia Press.
   Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2018b). Leerlicht: strategiekaart [Learning Light: strategy card]. Ghent, Belgium: Academia Press.
   Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2018c). Leerlicht: handleiding voor de leerkracht [Learning Light: teacher manual]. Ghent, Belgium: Academia Press.
   Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2018d). Fostering text-learning strategies in secondary education through explicit strategy-instruction. Paper presented EARLI SIG 2 conference, Freiburg, Germany, August 27–29, 2018.
   Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2019a). Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics. The Journal of Educational Research, 112(3), 385–396. doi:10.1080/00220671.2018.1538093
   Web of Science ®Google Scholar
• Rogiers, A., Merchie, E., & Van Keer, H. (2019b). Fostering text-learning strategies in secondary education through explicit strategy-instruction: a cluster-analytic study on the evolution of learner profiles. Paper presented at the EARLI SIG 2 Comprehension of text and graphics meeting, Freiburg, Germany.
   Google Scholar
• Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching Students to Generate Questions: A Review of the Intervention Studies. Review of Educational Research, 66 (2), 181–221. doi:10.3102/00346543066002181
   Web of Science ®Google Scholar
• Samuelstuen, M. S., & Bråten, I. (2007). Examining the validity of self-reports on scales measuring students' strategic processing. British Journal of Educational Psychology, 77(2), 351–378. doi:10.1348/000709906X106147
   PubMed Web of Science ®Google Scholar
• Scammacca, N., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015). A meta-analysis of interventions for struggling readers in Grades 4-12: 1980-2011. Journal of Learning Disabilities, 48(4), 369–390. doi:10.1177/0022219413504995
   PubMed Web of Science ®Google Scholar
• Schellings, G. L. M. (2011). Applying learning strategy questionnaires: Problems and possibilities. Metacognition and Learning, 6(2), 91–109. doi:10.1007/s11409-011-9069-5
   Web of Science ®Google Scholar
• Schlagmuller, M., & Schneider, W. (2002). The development of organizational strategies in children: Evidence from a microgenetic longitudinal study. Journal of Experimental Child Psychology, 81, 298–319. doi:10.1006/jecp.2002.2655
   PubMed Web of Science ®Google Scholar
• Seymour, J.R., & Osana, H.P. (2003). Reciprocal teaching procedures and principles: Two teachers’ developing understanding. Teaching and Teacher Education, 19(3), 325–344. doi:10.1016/S0742-051X(03)00018-0
   Web of Science ®Google Scholar
• Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It's more than textbook reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528–541.
   Web of Science ®Google Scholar
• Slotte, V., Lonka, K., & Lindblom-Ylanne, S. (2001). Study-strategy use in learning from text. Does gender make any difference? Instructional Science, 29(3), 255–272.
   Web of Science ®Google Scholar
• Slavin, R., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis. Review of Educational Research, 79(4), 1391–1466. doi:10.3102/0034654309341374
   Google Scholar
• Steele, R. G., Cushing, C. C., Bender, J. A., & Richards, M. M. (2008). Profiles and correlates of children's self-reported coping strategies using a cluster analytic approach. Journal of Child and Family Studies, 17(1), 140–153. doi:10.1007/s10826-007-9153-2
   Web of Science ®Google Scholar
• Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. doi:10.1037/0022-0663.99.4.808
   Web of Science ®Google Scholar
• Trabasso, T., & Bouchard, E. (2002). Teaching readers how to comprehend text strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 176–200). New York, NY: Guilford.
   Google Scholar
• van Silfhout, G., Evers-Vermeul, J., Mak, W. M., & Sanders, T. J. M. (2014). Connectives and layout as processing signals: How textual features affect students’ processing and text representation. Journal of Educational Psychology, 106(4), 1036–1048. doi:10.1037/a0036293
   Web of Science ®Google Scholar
• Vanthournout, G., Coertjens, L., Gijbels, D., Donche, V., & Van Petegem, P. (2013). Assessing students’ development in learning approaches according to initial learning profiles: A person-oriented perspective. Studies in Educational Evaluation, 39(1), 33–40. doi:10.1016/j.stueduc.2012.08.002
   Web of Science ®Google Scholar
• Van Hout-Wolters, B. H. A. M., Simons, R.-J., & Volet, S. (2000). Active learning: self-directed learning and independent work. In R.-J. Simons, J. van der Linden & T. Duffy (Eds.), New learning (pp. 21–36). Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Vaughn, S., Klingner, J., Swanson, E., Boardman, A., Roberts, R., Mohammed, S., & Stillman-Spisak, S. (2011). Efficacy of collaborative strategic reading with middel school students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305
   Web of Science ®Google Scholar
• Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.
   Google Scholar
• Veenman, M.V.J., & Verheij, J. (2003). Identifying technical students at risk: Relating general versus specific metacognitive skills to study success. Learning and Individual Differences, 13(3), 259–272.
   Web of Science ®Google Scholar
• Wade, S. E., Trathen, W., & Schraw, G. (1990). An analysis of spontaneous study strategies. Reading Research Quarterly, 25(2), 147–166. doi:10.2307/747599
   Web of Science ®Google Scholar
• Weinstein, C. E., Jung, J., & Acee, T.W. (2011). Learning strategies. In V. G. Aukrust (Ed.), Learning and cognition in education (pp. 137–143). Oxford: Elsevier Limited.
   Google Scholar
• Weinstein, C. E., & Mayer, R. F. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd. ed., pp. 315–327). New York, NY: Macmillan.
   Google Scholar
• Wentzel, K. R., Tomback, R., Williams, A., & McNeish, D. (2019). Perceptions of competence, control, and belongingness over the transition to high school: A mixed-method study. Contemporary Educational Psychology, 56, 55–66. doi:10.1016/j.cedpsych.2018.11.005
   Web of Science ®Google Scholar
• Westby, C., Culatta, B., Lawrence, B., & Hall-Kenyon, K. M. (2010). Summarizing expository texts. Topics in Language Disorders, 30(4), 275–287. doi:10.1097/TLD.0b013e3181ff5a88
   Web of Science ®Google Scholar
• Yip, M. C. (2007). Differences in learning and study strategies between high and low achieving university students: A Hong Kong study. Educational Psychology, 27(5), 597–606. doi:10.1080/01443410701309126
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
   Google Scholar