Three-stage cognitive-theory sequence for Web-based reading strategy training

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article organizes its 20-hour Web-based reading strategy program around Anderson's (1993) cognitive theory, in which "L2 learning proceeds through three stages: Cognitive, associative, and autonomous". In the cognitive stage the teacher explicitly explains each strategy and learners verbalize and apply it; in the associative stage learners complete tasks independently with teacher support for fluency; in the autonomous stage learners apply all strategies independently while reading hypertexts. The four strategies taught were note taking, skimming, inferring, and using context clues.

Design Implications

Context

Requirements

• A teacher who explicitly explains strategies and supports learners during the associative stage
• Web-based hypertext reading tasks for practice across the three stages

Constraints

• The article reports the sequence only for upper-intermediate learners, arguing lower levels may lack the grammar and vocabulary to employ the strategies effectively

Target Learners

• upper-intermediate adolescent EFL learners (15-18 years old)

Learning Goals

• L2 hypertext and general reading comprehension
• use of general reading strategies (skimming, inferring, context clues, note taking)

Claims

• Web Based Strategy Training Improved Hypertext Comprehension [+M]
• Strategy Use Frequency Increased After Web Training [+M]

Related Designs

Examples

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Key Sources

• Elham Dehghanpour & Mahmood Hashemian. (2015). Efficiency of Using a Web-Based Approach to Teach Reading Strategies to Iranian EFL Learners. English Language Teaching, 8(10). https://doi.org/10.5539/elt.v8n10p30

Page metadata

Field	Value
type	design
id	three-stage-web-reading-strategy-training-sequence
title	Three-stage cognitive-theory sequence for Web-based reading strategy training
description	The article organizes its 20-hour Web-based reading strategy program around Anderson's (1993) cognitive theory, in which "L2 learning proceeds through three stages: Cognitive, associative, and autonomous".
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — elham-dehghanpour-mahmood-hashemian-2015

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