Metacognition of high-achieving third-grade readers and low-achieving third-grade readers: A protocol analysis and comparison of reading strategies.

摘要

This study investigates metacognition of third-graders with the aim of gaining insight into the reading strategies used by high and low achieving readers. It was designed to identify reading strategies and to examine them in relation to one factor: the reading achievement level of eighteen third-graders.;Based on these results, the following conclusions were made: think-alouds allow students to reveal their strategic reading behavior in a natural manner, during their reading of text; the reading strategies which emerged from this study represent a large number of the reading strategies employed in the cognition of readers as they process text; high achieving readers are likely to utilize more reading strategies during the reading of text than are low achieving readers; high achieving readers have a tendency to use more complex reading strategies than low achieving readers; high achieving readers appear to be more verbal and confident during the think-aloud task than low achieving readers.;This study analyzed students' verbal protocols, or think-alouds, and determined that a total of fifteen different reading strategies were used by one or more of the eighteen students. High achieving third-grade readers utilized more reading strategies, a greater variety of reading strategies, and more complex reading strategies than low-achieving third-grade readers.