2. INTRODUCTION
Reading comprehension
Cognitive and Metacognitive Reading
Strategies
The role of metacognition in Reading
Comprehension
Review of Previous Studies
Implementing Metacognitive Reading
Strategies in Classrooms
3. COGNITIVE AND
METACOGNITIVE STRATEGIES
Cognitive strategies
Using dictionary
Writing down
Imaginary
Activating background knowledge…
Metacognitive strategies
Planned, intentional, goal directed, and future-oriented
mental processing that can be use to accomplish cognitive
tasks (Salataci & Akyel, 2002).
13. INFERRING
“It was dark I could barely see
my hand in front of my face. As
I stepped further into the room
I could feel the goose bumps
making their way up my skin.
All I could hear was the sound
of my own breathing, which
was suddenly coming in gasps.”
The process of meaning from the contexts. Interactive activity between readers and contexts, and activity
Cognitive – readers use to control or monitor their process of reading
Meta – reading strategy awareness – help students regulate or monitor cognitive strategies
This table shows the framework comparison among researchers
Knowledge – combinations of information around 3 knowledge variables: self, task and strategies
Self knowledge is knowing your own strengths and weaknesses, know your own abilities, self-knowledge is not always accurate. For example, I’m good at English, or I’m good at reading.
Task knowledge is how one perceive the difficulty of the task, know what need to know, and know how to apply strategies
Strategies knowledge is the ability to know when to apply cognitive strategy in the reading. This is related to the age or developmental stage of the individual.
For example, strategy can be taught to young children, but they need to be reminded to use them. Like sounding it out when facing difficult word. While older students know strategies and know when to apply under different circumstances.
Planning – before reading – plan how to read
Monitoring – during reading – skim reading
Evaluating – after reading – skim back – reread particular section
Found the same findings that proficient readers showed more awareness of their use of metacognitive reading strategies in reading comprehension to the less proficient readers.
Found improvement on their reading comprehension performance after trained to use strategies.
Post graduate students – to become independent readers, teachers should provide explicit direct reading strategies.
This is a vital step to help students get an overiew of the text and decide whether it is relevant. Scanning – searching for particular information
Skimming – need to gain an overview – 1st paragraph, title, conclusion
Reading between the line and draw a conclusion base on what author try to tell you.
Taking something you already know and connecting to something you have read.
Ask question what you have already known about the text, including in group and on their own
What are their own original thoughts? Do they make change a long the way?
Is making mental movie in your head as you read
Read, relax – read on their own – teachers observe their reading habits
Reflect, response – think about any strategies that they use while reading
Rap – share their strategy with partner or whole group
In conclusion, to make metacognition practical in real classrooms, teachers need to apply metacognitive strategies to appropriate students’ reading proficiency levels. In young students, direct explicit teaching is required. Teachers need to remind them to use strategies, such as sounding out words when learning to read. In contrast, secondary school students understand these strategies and know when they will be effective under different circumstances, students receive explicit instruction on how to guide their thinking, when to slow down, when it’s okay to speed up, and how to avoid wrong turns. The goal of teaching metacognition is that students become self-directed learners.
