Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Metacognitive monitoring and control both play an important role in reading comprehension—the goal of reading——and there are promising techniques for improving students’ metacognition when they read. This chapter focuses on understanding the role of metacognition in reading, sources of metacognition problems, and ways to remedy these problems—all of which can be powerful tools for improving adults’ reading comprehension. Researchers have used many different approaches to measure metacognitive monitoring during reading. One way to measure metacognitive monitoring is to ask people to “think out loud” while reading. A second way to measure metacognitive monitoring is to ask people to answer reading comprehension questions and then rate their confidence in their answers. A third way to measure monitoring is to insert mistakes into a text—either contradictory statements or statements that are untrue—and ask readers to find them. A fourth way to measure monitoring is to put mistakes in text and see how often people reread the sentences that include contradictory information.
Original languageEnglish (US)
Title of host publicationReview of Adult Learning and Literacy, Volume 5
Subtitle of host publicationConnecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy
EditorsJohn Comings, Barbara Garner, Cristine Smith
PublisherRoutledge
Pages187-204
ISBN (Electronic)9781003417958
ISBN (Print)9780805851397, 9780805851403
DOIs
StatePublished - Jan 12 2005
Externally publishedYes

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