Метакогнитивные читательские стратегии: анализ глазодвигательного поведения и данных самоотчета российских школьников

The paper presents the results of an exploratory study aimed to investigate the relationship between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in elementary school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.