Enhancing Instructional Time Through Attention to Metacognition
- 1 February 1987
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 20 (2) , 66-75
- https://doi.org/10.1177/002221948702000201
Abstract
This article describes the relationship between metacognition, defined as awareness and regulation of cognitive activity, and the learning needs of students who are experiencing academic difficulty. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance arc reported. Particular attention is paid to the role of the teacher and learner in the acquisition and self-control of the targeted cognitive strategies.Keywords
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