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The Continued Need for Strategy Investigations: College Readers’ Use of PILLAR
Author(s) -
Theriault Jennifer C.,
Matich Lisa M.,
Lampi Jodi P.,
Armstrong Sonya L.
Publication year - 2018
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.925
Subject(s) - reading (process) , metacognition , discipline , think aloud protocol , pillar , psychology , mathematics education , pedagogy , computer science , cognition , linguistics , sociology , human–computer interaction , engineering , social science , philosophy , structural engineering , usability , neuroscience
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.