This study examines differences in adolescents’ reading comprehension strategy use as it relates to reading proficiency, grade level, and gender. It also investigates the factor structure and psychometric properties of a newly developed scenario-based self-report survey. Participants are from grades 7–12. Findings suggest adequate comprehenders report higher use of evaluation/integration and regulation strategies than struggling comprehenders.
Denton, C. A., Wolters, C. A., York, M. J., Swanson, E., Kulesz, P. A., & Francis, D. J. (2015). Adolescents’ use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences, 37(1), 81–95.