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ERIC Number: ED259301
Record Type: Non-Journal
Publication Date: 1985-Mar
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Metacognition and Reading: Theoretical Background and Implementation Strategies for Classroom Teachers.
Jolley, Jeanne Swafford
The ultimate goal of reading instruction is to develop independent readers. To become independent, students must be in control of their own thinking processes. They must be aware of cognition and the conscious use of metacognitive processes. Instruction in metacognition will help students gain control over their own thought processes. Interaction is also an extremely important aspect of explicit instruction--interaction between teacher and student, teacher and text, student and text, and student and student. To assist students in the development of metacognitive skills and strategies, a variety of activities and techniques may be utilized. Teaching procedures that stress the modeling of metacognitive strategies, promote interaction between teacher/student/text, and provide opportunities for practice result in the increased comprehension of text. Such procedures might include teacher directed activities and teacher modeling, prereading activities, activities during reading, postreading activities and ongoing activities. (The paper includes implementation strategies for each teaching procedure.) (HOD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A