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The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR
Ist Teil von
Journal of adolescent & adult literacy, 2019-03, Vol.62 (5), p.541-549
Ort / Verlag
Hoboken: Wiley
Erscheinungsjahr
2019
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
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.