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ERIC Number: EJ1097619
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: As Provided
Goal Setting as an Explicit Element of Metacognitive Reading and Study Strategies for College Reading
Paulson, Eric J.; Bauer, Laurie
NADE Digest, v5 n3 p41-49 Fall 2011
An understanding of the role of metacognition--thinking about thinking--is a fundamental aspect of the theoretical base of most textbooks for college reading and study strategies courses today (e.g.,Veenman, Van Hout-Wolters, & Afflerbach, 2006). The theme we seek to develop in this article is that elements of what make a reading and study strategy "metacognitive" on a theoretical level need to be made explicit to college students enrolled in reading and study strategies courses. In particular, this article examines one aspect of metacognition: goal setting. We first establish its importance as a central theoretical aspect of metacognition. We then argue that goal setting must be included as an explicit element of instructional and procedural descriptions whenever metacognitive reading and study strategies are taught. We end with suggestions for making goal setting explicit in the classroom.
National Association for Developmental Education. 170 Kinnelon Road Suite 33, Kinnelon, NJ 07405. Tel: 877-233-9455; Fax: 973-838-7124; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A