This study investigated the application of a reading strategy device to explore underlying cognitive and metacognitive reading processes. Session participants will learn about the think-aloud procedures implemented to elicit students’ metacognitive processes as students attempted to make sense of larger concepts within biology and history textbook passages and findings.
This is a 60-minute presentation supplemented with a PowerPoint presentation highlighting the findings of the study. Participants will be able to ask questions and partake in discussion regarding possible implications and uses.
