Cognitive reading strategies which promote metacognition

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Cognitive reading strategies which promote metacognition

  1. 1. Cognitive Reading Strategies which promote Metacognition Activating prior knowledge Determining the most important ideas and themes Asking questions Creating visual and other sensory images from text Drawing inferences from text Retelling or synthesizing Fix-up strategies Adapted from Mosaic of Thought Before, during, and after reading To evaluate the adequacy model of meaning they have developed using connections To store newly learned information with other related memories Using conclusions about important ideas to focus reading To exclude peripheral or unimportant details from memory Of themselves Of the author Of the texts To clarify and focus their reading During and after reading Visual Auditory Other connections to text Deepen understanding Using prior knowledge (schema) and textual information to: o Draw conclusions o Make critical judgments o Form unique interpretations May occur in the form of: o Conclusions o Predictions o New ideas Attend to most important information Synthesize to understand reading Repair comprehension when it breaks down from one of six language systems: o Grapho-Phonic System – provides information about letters and sounds o Lexical or Orthographic System – provides information about words o Syntactic System – provides information about structure of language o Semantic System – provides information about meanings o Schematic System – provides information about prior knowledge and organizes new information o Pragmatic System – provides information about what the reader considers important and what the reader needs to understand Solve a given reading problem: o Skip ahead o Reread o Use context clues o Use syntax o Sound it out Jennifer Evans, St. Clair County RESA

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