Yaylı, D. (2010).
A think-aloud study: Cognitive and metacognitive reading strategies of ELT
department students. Egitim
Arastirmalari-Eurasian Journal of Educational Research, 38, 234-251.
In this peer-reviewed article, Yayli, a professor of English
at a Turkish university, is studying whether cognitive and metacognitive
strategies are enhanced by the act of reading aloud. The study examined the
reading comprehension of PRs (proficient readers) and LPRs (less proficient
readers), and found that PRs were more likely to use strategies such as reading
aloud (thus perhaps accounting for their proficiency). When LPRs were
encouraged to read aloud, their comprehension improved, and they were more
likely to make "cohesive ties" like contextualizing the meaning of
unfamiliar words. Yayli found that
students were more likely to use such strategies when reading narrative text
than expository text, which will help support my proposal to have online
literature students read the selection aloud using Vocaroo or other audio
recording software. While Yayli's findings are based on studying
foreign-speaker students, I will try this technique to see if it helps the less
proficient native readers also. Yayli includes in his reference list several
seminal meta-cognition sources that I will locate and review to see if they are
useful for my assignment.
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