Some Implications of Metacognition for Reading Instruction.

Abstract

Recently, the bulk of research that focuses on how readers take steps to understand and learn from text (e.g., Brown, Campione, and Day, 1981; Hare and Smith, 1982; Paris and Lipson, 1982) has been conducted from the perspective of metacognition, that is, the study of one's awareness or knowledge of one's own cognitive capacities, and how to regulate and direct these cognitive processes (see Flavell and Wellman, 1977). The findings suggest instructional procedures that should help improve students' comprehension. First, the distinction between metacognition and cognition is an important one and needs clarification. In general terms, cognition refers to using knowledge possessed; metacognition refers to a person's awareness and understanding of that knowledge. For example, in industry the most skillful workers sometimes turn out to be

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 29 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.