Reading strategy use of upper primary school students in a task-oriented context.
Saved in:
| Title: | Reading strategy use of upper primary school students in a task-oriented context. |
|---|---|
| Authors: | Bleukx, Nele1 nele.bleukx@kuleuven.be, Vanbuel, Marieke2, Van Keer, Hilde2, Denies, Katrijn1, Aesaert, Koen1 |
| Source: | Journal of Educational Research. 2026, Vol. 119 Issue 1, p64-76. 13p. |
| Subject Terms: | *Reading strategies, *School children, *Metacognition, *Reading comprehension, *Protocol analysis (Cognition) |
| Abstract: | This study explores the reading strategy use of low- and high-achieving upper primary school readers (N = 24) through the analysis of think-aloud protocols. Given the situational dependency of reading strategy use, one specific context was explored, namely a task-oriented reading context involving text-related questions. By employing direct observations, this study avoids the limitations associated with self-reports, which are most common in the current literature base. Overall, a limited use of cognitive and metacognitive reading strategies was observed. Small disparities in cognitive reading strategy use between low- and high-achieving readers were observed, while large differences emerged in the use of metacognitive reading strategies and task-related activities. High-achieving readers demonstrated more metacognition, reread the text more frequently for relevant information, and located this information more efficiently than low-achieving readers. Self-assessment was rarely observed and was only conducted by high achievers when evaluating answers to text-related questions. Implications for teachers are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study explores the reading strategy use of low- and high-achieving upper primary school readers (N = 24) through the analysis of think-aloud protocols. Given the situational dependency of reading strategy use, one specific context was explored, namely a task-oriented reading context involving text-related questions. By employing direct observations, this study avoids the limitations associated with self-reports, which are most common in the current literature base. Overall, a limited use of cognitive and metacognitive reading strategies was observed. Small disparities in cognitive reading strategy use between low- and high-achieving readers were observed, while large differences emerged in the use of metacognitive reading strategies and task-related activities. High-achieving readers demonstrated more metacognition, reread the text more frequently for relevant information, and located this information more efficiently than low-achieving readers. Self-assessment was rarely observed and was only conducted by high achievers when evaluating answers to text-related questions. Implications for teachers are discussed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2025.2515910 |
