The Continued Need for Strategy Investigations: College Readers' Use of PILLAR

Autor/inn/en	Theriault, Jennifer C.; Matich, Lisa M.; Lampi, Jodi P.; Armstrong, Sonya L.
Titel	The Continued Need for Strategy Investigations: College Readers' Use of PILLAR
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2019) 5, S.541-549 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.925
Schlagwörter	College Students; Prior Learning; Metacognition; Protocol Analysis; Student Attitudes; Learning Strategies; Teaching Methods; Reading Strategies; Textbooks; Biology; Remedial Instruction; Reading Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Textbook; Text book; Schulbuch; Lehrbuch; Biologie; Förderkurs; Leseunterricht; Unterrichtserfolg
Abstract	The authors report on a think-aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings suggest that while reading textbook chapters in biology and history, the participants drew on existing text knowledge, awareness of disciplinary text differences, and awareness of metacognitive processes. The participants demonstrated that they were aware of their reliance on prior knowledge (of text structure and organization, of disciplinary differences, and of content knowledge) and also of gaps in their prior knowledge. This speaks to the need for empirical research on strategy devices, such as PILLAR, for new-to-college learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01