Metacognition and reading comprehensión
Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of "metacognition." Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
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Metacognition and Executive Control 75
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Academic adult applied asked assessed awareness Baker basal reader behaviors Brown Cavanaugh chapter chil child classroom cognitive monitoring cognitive processes cognitive psychology comprehension monitoring computer terminal detection developmental psychologists differences direct instruction discussed dren Educational Psychology Erlbaum error error-detection evaluate executive control expository text failure Flavell Garner grade groups Hillsdale important inconsistencies inferences instance interview investigation Kintsch learners learning from text less literacy lookbacks Markman Meichenbaum memory messages metacognitive experiences metacognitive knowledge metacognitive strategies metamemory nonverbal older children Paris particular passage performance poor readers presented probes problem proficient protocols Psychology questions R. C. Anderson reading comprehension Reading Research recall rereading responses segments skills standard stories strat structure subjects suggest tacit knowledge task teacher tegic text reinspection text segments text summarization think-aloud method tion tive topic sentences training studies tutoring understand verbal Winograd words young children younger