View in EDS HTML Full Text PDF Full Text

Reading strategy use of upper primary school students in a task-oriented context.

Saved in:
Bibliographic Details
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.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 189829762
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reading strategy use of upper primary school students in a task-oriented context.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bleukx%2C+Nele%22">Bleukx, Nele</searchLink><relatesTo>1</relatesTo><i> nele.bleukx@kuleuven.be</i><br /><searchLink fieldCode="AR" term="%22Vanbuel%2C+Marieke%22">Vanbuel, Marieke</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Van+Keer%2C+Hilde%22">Van Keer, Hilde</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Denies%2C+Katrijn%22">Denies, Katrijn</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Aesaert%2C+Koen%22">Aesaert, Koen</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2026, Vol. 119 Issue 1, p64-76. 13p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Protocol+analysis+%28Cognition%29%22">Protocol analysis (Cognition)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189829762
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220671.2025.2515910
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 64
    Subjects:
      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Protocol analysis (Cognition)
        Type: general
    Titles:
      – TitleFull: Reading strategy use of upper primary school students in a task-oriented context.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Bleukx, Nele
      – PersonEntity:
          Name:
            NameFull: Vanbuel, Marieke
      – PersonEntity:
          Name:
            NameFull: Van Keer, Hilde
      – PersonEntity:
          Name:
            NameFull: Denies, Katrijn
      – PersonEntity:
          Name:
            NameFull: Aesaert, Koen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 00220671
          Numbering:
            – Type: volume
              Value: 119
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Educational Research
              Type: main
ResultId 1