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ERIC Number: ED457135
Record Type: Non-Journal
Publication Date: 2001-Feb
Pages: 13
Abstractor: N/A
Reference Count: N/A
Commanding Strategies by Hispanic Students as They Think about Their Own Thinking Process.
Gil-Garcia, Ana; Canizales, Rosario
This study examined meta-cognitive strategies utilized by bilingual, Hispanic 6th graders from three Chicago public schools that had embraced a staff development initiative designed to help increase Hispanic students' reading comprehension levels. The Strategic Teaching and Reading Project (STRP) emphasizes five basic comprehension strategies: meta-cognition, prior knowledge, inferencing, word meaning, and text structure. It is based on a constructivist approach to reading and grounded in a five-phase professional development model that includes: building a knowledge base, observing models and examples, reflecting on one's own practice, changing one's practice, and gaining expertise. Participating students read a short passage, then completed the Meta-Cognitive Form for Younger Students, which determined the degree of use of meta-cognitive strategies. Three months after receiving the STRP training and completing the pre-intervention data collection using the Meta-Cognitive Interview Form, six teachers were observed in their classrooms using a checklist about meta-cognition before, during, and after the lesson. Results indicated that the STRP provided teachers with meta-cognitive tools before, during, and after lessons. The meta-cognitive strategy was highly apparent in students following the training. Students benefited from instruction in meta-cognitive strategies. One area of positive change was students' use of self-generated questions. (Contains 23 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A