Student Perceptions of Reading Reaction Journals
Several of the metacognitive strategies assisting comprehension as identified by Allen (op. cit.) are implicit in the students' responses; deciding important points, summarizing, filling in points not explicitly made, and making inferences.
Students identified a range of functions associated with their work in their RRJs, and most were able to identify at least two ways in which the journals were of use, suggesting that these functions were seen as connected, rather than discrete.
That
