The computer as a zone of proximal development: Internalizing reading-related metacognitions from a Reading Partner.

Abstract

We hypothesized that computer tools that provide models, opportunity for higher level thinking, and metacognitivelike guidance can serve in a learner's zone of proximal development they can develop competencies through internalization. A computerized Reading Partner presented four reading principles and metacognitivelike questions during the reading of 11 texts over three reading sessions. It was compared with one version that presented the texts with factual and inferential questions and a control version that presented only the texts