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ERIC Number: EJ1107454
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1814-6627
EISSN: N/A
Reflections on the Role of Metacognition in Student Reading and Learning at Higher Education Level
Kane, Sandy; Lear, Miriam; Dube, Cecilia Maxine
Africa Education Review, v11 n4 p512-525 2014
This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to insufficiently developed metacognitive skills (MS). The concept of metacognition, as well as its role in academic learning and reading, is discussed. On the basis of evidence from research reported in the literature, which has shown that explicit teaching of metacognitive strategies can result in improved performance among students, the article concludes by suggesting practical ways in which lecturers can help their students develop key MS.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A