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ERIC Number: EJ1215684
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1079-0195
EISSN: N/A
Modeling Metacognition and Providing Background Knowledge via Guided Reading Videos
Wulfemeyer, Julie
Journal of College Reading and Learning, v49 n2 p75-88 2019
This article addresses well-known and difficult problems involving reading comprehension and compliance in college courses, using a lower-level philosophy course as a case study. It draws upon both general and discipline-specific research in three promising areas for reading instruction: metacognition, modeling via "think-alouds," and background knowledge. A process for combining all three in the use of guided reading videos (GRVs) is described. The results of an anonymous student survey on GRVs are reported and their use is discussed from an instructor's perspective. Finally, potential advantages, additional applications, and worries concerning the use of GRVs are examined.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A