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• W2134877194 startingPage "469" @default.
• W2134877194 abstract "Research on metacognition is reviewed and suggestions are made for application of this knowledge by school psychologists in assessment, intervention, and consultation. Two empirical studies illustrate the application of a specific metacognitive strategy — the think-aloud procedure—to assessment and intervention. The first study showed that asking students to give reasons for responses improved performance on a test of reading comprehension. The second study showed that incorporating the think-aloud technique in remedial reading instruction resulted in substantial gains in reading comprehension." @default.
• W2134877194 created "2016-06-24" @default.
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• W2134877194 date "1993-12-01" @default.
• W2134877194 modified "2023-09-26" @default.
• W2134877194 title "Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique" @default.
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• W2134877194 doi "https://doi.org/10.1016/0022-4405(93)90032-e" @default.
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