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ERIC Number: EJ418083
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0034-0472
EISSN: N/A
Metacognition and Reading: Implications for Instruction.
Spires, Hiller
Reading, v24 n3 p151-56 Nov 1990
Examines theoretical underpinnings of metacognition and defines it operationally. Reviews related research findings. Proposes practical implications for classroom teachers who are interested in metacognitive instruction. (RS)
Descriptors: Definitions, Elementary Secondary Education, Learning Strategies, Metacognition, Reading Instruction, Teaching Methods, Theory Practice Relationship
Publication Type: Journal Articles; Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A