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Think-Aloud Strategy: Metacognitive Development and Monitoring Comprehension in the Middle School Second-Language Classroom
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Mckeown, Regina G.; Gentilucci, James L. – Journal of Adolescent & Adult Literacy, 2007
Twenty-seven middle school English learners participated in a study to determine the efficacy of the Think-Aloud Strategy, one of several metacognitive strategies created to help students strategically negotiate appropriate meaning from text. Students were grouped by level of English-language proficiency and were administered a reading…
Descriptors: Second Language Learning, Reading Strategies, Metacognition, Reading Comprehension