IMPROVING READING COMPREHENSION THROUGH METACOGNITIVE TRAINING
- 1 October 1982
- journal article
- research article
- Published by Taylor & Francis in Reading Psychology
- Vol. 3 (4) , 365-374
- https://doi.org/10.1080/0270271820030408
Abstract
This paper contains a brief review of metacognition and its relationship to reading with emphasis on comprehension monitoring and use of corrective strategies. Implications for classroom instruction will be considered and an approach to teaching comprehension monitoring and corrective strategies are described. Finally, a tutorial illustration in which this instructional procedure is implemented is reported.Keywords
This publication has 6 references indexed in Scilit:
- The fallacy of “two years below grade level for age” as a diagnostic criterion for reading disordersJournal of School Psychology, 1982
- The Development and Evaluation of a Self-Questioning Study TechniqueReading Research Quarterly, 1978
- The Effects of Training Specific Mnemonics on the Metamnemonic Efficiency of Retarded ChildrenChild Development, 1976
- Instructional Goal Structure: Cooperative, Competitive, or IndividualisticReview of Educational Research, 1974
- Levels of processing: A framework for memory researchJournal of Verbal Learning and Verbal Behavior, 1972
- Control of Student Mediating Processes During Verbal Learning and InstructionReview of Educational Research, 1970