This link has been bookmarked by 6 people . It was first bookmarked on 09 Mar 2008, by Marie Coleman.
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10 Dec 09
kira veraERIC Digest #96 discusses the implications of metacognition as it relates to an important type of learning--reading to learn. Metacognition has been defined as "having knowledge (cognition) and having understanding, control over, and appropriate use of that knowledge" (Tei & Stewart, 1985)
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27 Apr 09
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01 Jun 08
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09 Mar 08
Marie Coleman
Metacognition
it involves boththe conscious awareness and the conscious control of one's learning
reading to learn
four variables: texts, tasks, strategies, and learnercharacteristics.
text
text
text, refers to the textual-
Metacognition
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it involves both the conscious awareness and the conscious control of one's learning
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reading to learn
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four variables: texts, tasks, strategies, and learner characteristics.
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text
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text
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text, refers to the textual features of learning materials which influence comprehension and memory
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three basic points: (1) text structures influence learning even if the learner is unaware of their effect; (2) knowledge of the effect of text structures on learning is dependent on age and ability; and (3) a reader can optimize learning by becoming aware of text structures and the resultant effect they have on learning.
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By detecting the organizational patterns or structures of texts, students can observe how authors arrange ideas and determine which kinds of structures are used to interrelate ideas
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three strategies designed to help students read and comprehend informational texts. These include hierarchical summaries, conceptual maps, and thematic organizers
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Teachers need to instruct students to use text structure to enhance learning.
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recognition of inadequacies in prose
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Ambiguous words or confusions within the text affect cognitive processing.
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Another variable of metacognition in reading to learn pertains to the task that the reader is required to perform.
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Fundamental to any task in reading is the derivation of meaning from the text. In order for learning to occur, students must be aware that the purpose of reading is to construct meaning. The reader must learn how to adapt reading behavior to specific tasks.
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with regard to the task is the reader's ability to accurately predict his or her performance on the task.
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knowing how to remedy comprehension failures. It is not enough to be aware of one's understanding or failure to understand--a learner must be able to self-regulate his or her reading process in order to read for comprehension. The reader needs knowledge about metacognition strategies.
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discuss several strategies for improving comprehension. These include forming a mental image, rereading, adjusting the rate of reading, searching the text to identify unknown words, and predicting meaning that lies ahead.
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Good readers tend to use the most effective strategy that leads to a thorough processing of the text. The research also supports that readers can be taught to develop self-awareness and control of learning.
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Study strategies are important in reading to learn and can be applied to enhance text processing. Common studying strategies include underlining, outlining, notetaking, summarizing, and self-questioning.
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A final category of metacognition in reading to learn is the awareness of the learner of his or her own characteristics--such as background knowledge, degree of interest, skills, and deficiencies--and of how these affect learning. Again, the reader must be able to take that awareness and translate it into a change in reading behavior.
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Thus, learner characteristics, like texts, tasks, and strategies, are age and experience dependent. The development of metacognition appears to be linked to proficiency in learning. A related conclusion about metacognitive development is that knowledge precedes control. The researchers suggest that learners must first become aware of structures of text, as well as knowledge of the task and their own characteristics as learners, before they can strategically control the learning process to optimize the influence of these factors
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