ERIC Number: ED348650
Record Type: Non-Journal
Publication Date: 1992-Jul-6
Metacognitive Strategies for Teaching Reading to Elementary Students.
This literature review examines studies in the field of metacognition and reading comprehension on the elementary level. It discusses sources in the areas of metacognitive theory, field experimentation, and specific learning and teaching strategies which have emerged from experimentation. The 25 sources are taken from published journals and ERIC documents. Metacognitive theory hypothesizes that reading comprehension is enhanced by the use of metacognitive strategies. Field experiments of this hypothesis show conflicting results. The controversy has not been resolved, but specific strategies (including activating prior knowledge, self-questioning, and teacher modeling) have been developed on the basis of positive experimental results. (Author/SR)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A