experimental group, which they logged while working in groups and during two different
periods of learning: a first one, early in the training, as they were working on Reading 6
and a second one, three weeks later, on Reading 9 (see Appendix H). The qualitative
results revealed a significant improvement in the participants’ use of the four key
strategies. These results are presented below.
The proficient students used their background knowledge to predict the content of
the passages in the early section. For example,
The story may be about dupery or a hypocritical person or about the people that
wear many masks.
They used the meaning of the words found the title and from their own experience to
help them predict the text in the later section, which was the same as the early section.
This story may be concerned with the bees or another type of bees.
The less proficient students in the early period of learning guessed the content of the
reading texts from the topic of the passage. For example, as quoted by one of them:
The story may be about the person or the people that wear so many masks.
In the later section of learning, they had more details on the meaning of the words in
They used their background knowledge to predict the content of the reading texts. For
I think the killer bee breeds with the male bees. The male bee dies after it breeds.
At the end of each paragraph, the students in both groups predicted the next paragraph
from an analysis of the previous paragraph.