The book explores the remedial pedagogy applied during intervention designed to improve the students' metacognitive processes of learning new English-language knowledge. Today's globalization and technology on social behaviors demand that school-age students acquire reading skills by the use of audio-visual practices. The linguistic integrations during the intervention processes combined with direct instruction produced an individualized awareness of improvements in comprehension. Each student cognitively processed the audio input and visual text. My findings were related to the cultural...