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Nash-Ditzel, Susan – Journal of College Reading and Learning, 2010
This case study explores the impact of metacognitive reading strategies on the ability of five college students in developmental courses to self-regulate while reading. Instruction in reading strategies derived from past research on metacognition was scaffolded, based on Pearson and Gallagher's (1983) model of gradual release of responsibility.…
Descriptors: Protocol Analysis, Reading Strategies, Developmental Studies Programs, Metacognition