The Instrument of Teaching Metacognition in Reading Classrooms: The ITMR (original) (raw)
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Identifying the Nature of Metacognition Instruction in Reading Classrooms
2017
Title of dissertation: IDENTIFYING THE NATURE OF METACOGNITION INSTRUCTION IN READING CLASSROOMS Nesrin Ozturk, Doctor of Philosophy, 2017 Dissertation directed by: Professor Peter Afflerbach Professor John O’Flahavan Teaching and Learning, Policy and Leadership department Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacog...
A Pedagogy of Metacognition for Reading Classrooms
2022
Despite metacognition’s profound effects in research classrooms, such research might have a very limited influence on mainstream classrooms. This may stem from a lack of comprehensive and practical pedagogy that classroom teachers can adapt for metacognition instruction as researchers do. To address this problem, this study developed a pedagogy of metacognition for reading classrooms (PMR) by the principles of grounded theory. Data were collected via document analysis and a PMR was constructed through a systematic and analytic review of its literature. A PMR consists of 7 dimensions, and these include (a) fostering students’ metacognitive knowledge, (b) scaffolding students’ strategic reading, (c) encouraging students’ independence with strategic reading, (d) assessing metacognition, (e) adopting goal-directedness, (f) integrating the language of thinking, and (g) prolonging instruction. Regarding the nature of a PMR, this paper does not propose a new instructional method or technique; however, it describes a framework to support teachers’ professionalism with metacognition instruction. Therefore, reading teachers can transfer beneficial research practices to their mainstream classrooms without making distinctive instructional alterations or expansive changes in their classrooms.
A SHORT REVIEW OF RESEARCH ON METACOGNITION TRAINING WITH ELEMENTARY STUDENTS
Reading is an important skill to be mastered at a very early age. Apart from the awareness of print and phonological sensitivity, other factors like vocabulary knowledge, cognitive, and metacognitive skills gain importance through different levels of reading performance. Supporting comprehension, metacognitive strategies are recommended by many experts. This review, therefore, aimed to understand what experimental research on metacognitive strategy training has revealed about elementary students’ reading performance. Covering an analysis of six studies, this paper found out being explicitly trained with metacognitive strategies has a beneficial effect on reading comprehension. Children’s reading comprehension and performance improved significantly. Besides, teachers’ being knowledgeable about metacognition and how to teach metacognitive strategies, reading texts’ being familiar to students, and instructional methods which benefit from the concept of scaffolding can be related to effective metacognitive strategy trainings. Considering the limitations of the studies, some implications for future research were provided. Key Words: Metacognition, metacognitive training, reading, comprehension, experimental research.
While students are educated for literacy, the interactive nature of perceptual, cognitive, and metacognitive skills is taken into consideration especially for building comprehension. Numerous studies on metacognition reported improved metacognitive awareness, reading performance, and learning independence following metacognition training interventions. Paradoxically, teachers’ knowledge and skills to teach for metacognition is criticized for not being sufficient enough. Taking the initiative to understand pre-service elementary teachers’ knowledge of and skills for teaching metacognition, this illustrative case study utilized semi-structured interview protocols and observation technique as data sources. Qualitative data analysis revealed that pre-service elementary teachers are not familiar with metacognition and their perceived pedagogical understanding of metacognition does not support their teaching skills. In relation, participants exclaimed a need for practice-oriented methodology classes. This study, therefore, encourages comprehensive research examining teacher-educators’ perceptions, method classes content, and effectiveness of practice-oriented method classes in empowering pre-service teachers considering metacognition. Keywords:Metacognition, teacher education, teaching for metacognition, literacy education, case study
Metacognition: Metacognitive Skills and Strategies in Young Readers
2003
A study examined metacognition and teachers' perceptions of metacognitive instruction in elementary, middle, and high school. After an initial review of the literature, a survey instrument was developed and distributed to 288 teachers from elementary, middle, and high schools in a suburban area (Middlesex County, New Jersey). These teachers (both female and male) were from regular education, special education, and resource rooms. The survey instrument consisted of 14 reading strategies and asked the teachers if they modeled the strategy, taught the strategy and/or saw their students apply the strategy. Data collected were sorted by elementary, middle, and high school levels. Results of the survey showed that most often, there were more strategies modeled, taught, and applied with the children in the elementary level. For future research more high school staff should be included in the surveying. The purpose of this would be to see if the number of teachers who modeled and taught the strategies would increase along with the number of students who applied the strategy. Contains 48 references. A questionnaire is appended. (Author/NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
An analysis of teachers’ self-reported competencies for teaching metacognition
Educational Studies, 2017
For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher's instrumental role during classroom learning. More specifically, it investigated language instructors' metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individuals. It was also found that most participants were initially not knowledgeable about and/or competent in teaching metacognition. Following PD, highly metacognitive teachers developed authentic lesson plans manifesting metacognition instruction while metacognitive teachers adopted similar instructional designs presented during the PD. Besides, half of the participants appreciated teaching metacognitively following the PD. Finally, under the light of these findings, future research and policy adjustments were proposed. Reading is a deliberative action that requires self-invoked plans, cognitive skills, awareness and enactment of before, during and after reading metacognitive skills (Doğanay Bilgi and Özmen 2014; Myers and Paris 1978). For efficient reading, individuals had better use cognitive and metacognitive strategies simultaneously. As for meaning-making and gaining information out of content, readers employ cognitive strategies. In order for readers to plan, monitor, regulate and evaluate cognitive strategies and reading process and performance (Doğanay Bilgi and Özmen 2014), metacognitive strategies are indispensable. When any of these competencies are inadequate, comprehension can be impeded (Boulware-Gooden et al. 2007). Metacognition is fundamentally defined as "thinking about thinking" (Baker and Brown 1984; Flavell 1979). It basically pertains to the awareness of "cognition, cognitive strategies,
2020
Article History Abstract In raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the subjects. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups. Received: 01/23/2020
Metacognition and Learning, 2010
We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Zohar Teaching and Teacher Education 15:413-429, 1999). Therefore, the current study investigates teachers' understanding of metacognition and their pedagogical understanding of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students in education participated in this study. The data analysis results, using mixed research method, suggest that the participant's metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a complex understanding of both the concept of metacognition and metacognitive thinking strategies.
This review study contributes in identifying metacognitive strategies through students’ reading comprehension. Different studies presented teachers to become reflective in terms of applying teaching methodology for developing reading skills, metacognitive strategies in reading, and comprehending the text properly. The contributions of this review study will identify metacognitive skills as an input to design materials based on reading comprehension. This review study is a fundamental research in the domain of cognition, metacognition, and reading comprehension. The researchers reviewed journal papers, and theses in the relevant field. The studies indicate that the contributions of metacognitive strategies of students’ reading comprehension is significant. Findings also reveal that teachers play pivitol role to develop reading comprehension abilities among students at all levels. The results will be a guideline to design syllabus that include metacognitive strategies in learners’ reading comprehension.
A Survey Study: The Correlation between Metacognitive Strategies and Reading Achievement
Theory and Practice in Language Studies
The aim of this research is to reveal the effect of metacognitive strategies on students' reading achievement. The research employed a quantitative approach with survey research. The data of metacognitive strategies were collected by means of questionnaires and scores of reading achievement used test. The data were analyzed by using correlation product moment (r). The finding of the research showed that the coefficient correlation of Product Moment (r) = 0.721 with the sig. 0.000<0.05 and explained that there was a correlation between metacognitive strategies and reading achievement of undergraduate students. The result of the research implied that the students should increase the understanding of metacognitive deeper to help them understand English text books better.