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ERIC Number: EJ1124828
Record Type: Journal
Publication Date: 2017-Jan
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1741-4350
Metacognitive Perspectives on the Development of Reading Comprehension: A Classroom Study of Literary Text-Talks
Varga, Anita
Literacy, v51 n1 p19-25 Jan 2017
The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4) recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A