The Use of Cognitive and Metacognitive Strategies of Good and Poor Readers at the College Level

To determine if able and disabled college student readers can be distinguished by their awareness and use of metacognitive and cognitive strategies, 36 freshmen students enrolled in a reading and study skills class were classified as either good or poor readers based on their Nelson-Denny Reading Test scores. After reading five short passages and answering comprehension questions, students were interviewed about their reactions to the reading task, past reading experiences, and locus of control. Following the interviews, students completed a questionnaire on their conscious use of strategies. No significant differences were found between high and low comprehenders in use of observable strategies, but large differences occurred in the two groups' use of nonobservable, "in-head" strategies such as visualizing material. Overall, high comprehenders gave one-third more responses when asked what they did to lessen their confusion. Explanations for these differences might include the lack of direct teaching in higher order thinking skills or the difficulty some students have in assimilating these skills. Remediation might begin with making students aware of their learning strengths and weaknesses and of their cognition. (MM)