ERIC Number: ED371291
Record Type: RIE
Publication Date: 1994-Jun
The Role of Metacognition in Reading Comprehension: Implications for Instruction. Literacy Research Report No. 19.
Metacognition has received recent attention by researchers and teachers alike because of the possibilities for successful instruction and intervention for readers at all levels. This paper explores the area of metacognition as it relates specifically to reading comprehension. The paper addresses six areas: (1) the definitions of metacognition, metacomprehension and metalinguistic awareness; (2) the significance of metacognition in the cognitive processing of written text by good and poor readers; (3) the teacher's role in developing metacognitive abilities; (4) specific strategies that have successfully increased metacognitive skills; (5) ideas for assessing metacognitive abilities both for research and instruction purposes; and (6) recommendations for future study of the role metacognition plays within the reading process. Contains 87 references. (RS)
Descriptors: Definitions, Elementary Education, Learning Strategies, Metacognition, Reading Comprehension, Reading Instruction, Research Needs, Teacher Role
NIU Reading Clinic, Graham 119-Northern Illinois University, Dekalb, IL 60115.
Publication Type: Opinion Papers; Guides - Classroom - Teacher; Information Analyses
Education Level: N/A
Authoring Institution: Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.
Grant or Contract Numbers: N/A