ABSTRACT
The ability of ninth-graders to take advantage of task-tailored cognitive strategies was investigated. Two types of expository text were provided, which were assumed to be quite demanding for the students to cope with. Readers at the age of fifteen were not expected to be strategic, especially those of the medium and the low academic levels. The intervention method that was proposed to the experimental groups in the experiment was examined as to its effects. The impact of the intervention method was highlighted regarding the two types of expository texts, the academic ability levels of the students, and the two different conditions (i.e., co-operative vs. individual) under which the processing of the texts took place.
