The development of what Pearson and colleagues call mindful engagement on the part of students involves this strategic monitoring that supports comprehension, critique connection-making, (Afflerbach, Pearson, & Paris, 2008; Duke & Pearson, 2002).

In these and similar methods, teachers scaffold the process and turn over responsibility for choosing the strategies and managing the discussions to student groups as soon as possible. Reviews of experimental and quasi-experimental studies have found these strategic approaches produce positive effects for text comprehension (see, e.g., Pressley, 1998; Rosenshine & Meister, 1994).

These steps reinforce Bakers (2002) point

This notion provides the framework for virtually all instructional programs in which the goal is to enable students to take responsibility for their own learning (p. 78). Instructional supports and scaffolding should not only be focused on higher also on qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation, supporting their increasing self-direction, which, in turn, increases their skills along the way (Ames, 1992, p. 268). The goal is that teachers and students have a shared understanding and ownership of the learning process, and students are increasingly able to reflect on and self-monitor their own improvement. As scaffolding fades, students should internalize standards and take responsibility for their own learning (Tharp et al., 2000).