Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences

Abstract

This qualitative research study was aimed at examining the experiences and perceptions of students at a four-year college in New York City who were enrolled in an integrated reading and writing course designed to help students connect the literacy skills learned in the course to other contexts. Focusing on three students enrolled in the course, the study sought to get an in-depth understanding of the experiences and perceptions of students as they took the course. The findings suggest that pedagogical methods stressing a metacognitive strategy approach to college reading, writing, and learning might help students to experience the course as being connected to navigating the literacy demands of various academic, professional, and personal contexts.

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