Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-Aged Children

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Abstract
Self-report methodologies, retrospection and protocol analysis, were employed in two studies to investigate sixth and seventh graders’ metacognitive reading skills in naturalistic reading settings. Students monitored relative passage difficulty between a narrative and an expository passage, and easily offered reasons for their judgments. Moderate positive correlations between numbers of problem-solving strategy retrospections and reading achievement scores suggest that retrospection be favored over protocol analysis as a more promising means of gaining access to students’ insights about how they read to remember.