Cognitions about cognitions the theory of metacognition flavell
2nd Reading Strategies Class II 2010
1. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE ARGEMIRO AMAYA BUELVAS Especialista en ELT C. Magister in Education
2. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Chapter Three REASEARCH INTO THE ASSESSMENT OF READING Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P.
3. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Chapter Three This chapter will address the question: How do we know what affects the assessment of reading? “automaticrecognition of a wordallows lexical access” (p.13).
12. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE “poor readers do not possess knowledge of strategies, and are often not aware of how or when and why to apply the knowledge they do have. They often cannot infer meaning from surface-level information, have poorly developed knowledge about how the reading system works, and find it difficult to evaluate text for clarity, consistency and plausibility” Alderson, (2000, p. 41). “Readers’ knowledge influences process, product, and recall” (p. 34)
13. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE “automaticrecognition of a wordallows lexical access” (p.13). “efficient word recognition seems to be a necessary but not sufficient condition for good comprehension” (p.13).
14. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE “reading is the construction of meaning from a printed or written message” Day and Bamford (1998, p. 12). “Metacognition Reading strategies “construction” Reading comprehensionskills “efficient word recognition seems to be a necessary but not sufficient condition for good comprehension” (p.13).
24. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Then, What can be done? In the words of Shohamy (1984) cited in Alderson (2000), she found that “questions in L1 were easier than the same questions translated into the L2” (86). She speculates that: -Reduced anxiety, especially among low-level learners. -More authentic in thatstudents are likelytoaskthemselvesquestions of L2 text in theirfirstlanguage.
25. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Whatwouldhappenifthe test population has a number of firstlanguages? “Ifthe test population has a number of differentfirstlanguage, theonlypracticalsolutionistohavesimply-wordedquestions in the target language” (p.86).
