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ERIC Number: EJ1110866
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2374-7404
Building Cognitive Reading Fluency through "Tagging" for Metacognition
Durham, Patricia; Raymond, Roberta D.
Texas Journal of Literacy Education, v4 n1 p46-56 Sum 2016
This study examined how purposely exposing students to types of "tagging" opportunities for metacognitive reading skills strengthened cognitive reading fluency, or the fluidity and awareness of thinking, applying, and reflecting on their critical reading skills. Additionally, another purpose was to uncover if becoming metacognitively aware of these moments increased reading motivation. The study found that purposely exposing students to a variety of tagging options for metacognitive reading skills did have a positive impact on their motivation to read and for increasing cognitive reading fluency. The more students tagged and "criss-crossed" their experiences, the more cognitively fluent the students appeared as they used these responses more freely and authentically to build a literacy conversation.
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Motivation to Read Profile
Grant or Contract Numbers: N/A