“I Get It Now”: Insights from Implementing Metacognitive Strategy Instruction through an Asynchronous Gradual Release of Responsibility Framework

Abstract

This study explores the impact of explicit metacognitive instruction delivered through the Gradual Release of Responsibility framework on graduate students’ metacognitive moves. Conducted over multiple iterations, the research examines how explicit instruction in metacognitive strategies affects students’ engagement with academic texts through asynchronous social annotation. Findings from the latest iteration indicate that while the Gradual Release of Responsibility framework supports more varied and strategic reading behaviors, factors such as text complexity and instructional approach significantly influence students’ application of these strategies. For instance, graduate students in a digital literacies course demonstrated a greater use of questioning and critical reflection compared to their peers in a phonics-focused course, where monitoring was the predominant strategy. Despite explicit instruction, results across all iterations underscore three ongoing challenges: (1) even graduate students may not inherently possess strong metacognitive reading skills, (2) isolated metacognitive instruction in one course is insufficient for long-term development, and (3) students exercise significant agency in choosing how they engage with texts. These findings suggest the need for sustained, cross-curricular integration of metacognitive instruction to foster reflective, adaptable readers. This study supports deeper understanding of metacognitive strategy development in graduate education, raising important implications for instructional design and teacher preparation.