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.