Article1987

Enhancing Instructional Time Through Attention to Metacognition

151 citations0/0 files storedJournal of Learning Disabilities

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Innovative Teaching and Learning Methods Educational and Psychological Assessments Educational Strategies and Epistemologies

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.

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1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 2019Advances in Instructional Psychology 1986Writing: Teachers and Children at Work 1971Training impulsive children to talk to themselves: A means of developing self-control.1980The Cognition of Discovery: Defining a Rhetorical Problem 1982Inducing strategic learning from texts by means of informed, self-control training 1982Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training 2014Cognitive Processes in Writing

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2001School-Based Interventions to Enhance the Self-Concept of Students with Learning Disabilities: A Meta-Analysis 2019Reading comprehension and metacognition: The importance of inferential skills 2010Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores 1989The Effects of an Interactive Instructional Strategy for Enhancing Reading Comprehension and Content Area Learning for Students with Learning Disabilities

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