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Metacognition and reading comprehension
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- 2. INTRODUCTION Reading comprehension Cognitive andMetacognitive Reading Strategies The role of metacognition in Reading Comprehension Review of Previous Studies Implementing Metacognitive Reading Strategies in Classrooms
- 3. COGNITIVE AND METACOGNITIVE STRATEGIES Cognitivestrategies 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).
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- 10. REVIEW OF PREVIOUS STUDIES Barnett(1988), Upton (1997), Rastegar, Kermani, & Khabir (2017) proficient readers metacognitive reading strategies Ismail and Tawalbeh (2015) applied strategies to low proficient readers Chumworatayee (2017) higher levels of readers
- 11. IMPLEMENTING METACOGNITIVE READING STRATEGIESIN CLASSROOMS Before reading During reading Identify the form or type of text Skim reading or Scan reading Purpose of reading
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- 13. INFERRING “It was darkI 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.”
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- 15. QUESTIONING What I alreadyknow about it? What do I really need to know?
- 16. MONITORING Combine what theyknow with new information they read to help understand the text.
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- 19. TEACHING INSTRUCTIONS Think-aloud Shared readingand Cooperative think-aloud Read-aloud Interactive Read-aloud Guided reading R5
- 20. CONCLUSION Appropriate level ofstudents reading proficiency level Explicit direct instruction The GOAL is Students become self-directed learners
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Editor's Notes
- #3 The process of meaning from the contexts. Interactive activity between readers and contexts, and activity
- #4 Cognitive – readers use to control or monitor their process of reading Meta – reading strategy awareness – help students regulate or monitor cognitive strategies
- #5 This table shows the framework comparison among researchers
- #6 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.
- #7 Task knowledge is how one perceive the difficulty of the task, know what need to know, and know how to apply strategies
- #8 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.
- #9 Planning – before reading – plan how to read Monitoring – during reading – skim reading Evaluating – after reading – skim back – reread particular section
- #11 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.
- #12 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
- #14 Reading between the line and draw a conclusion base on what author try to tell you.
- #15 Taking something you already know and connecting to something you have read.
- #16 Ask question what you have already known about the text, including in group and on their own
- #17 What are their own original thoughts? Do they make change a long the way?
- #18 Is making mental movie in your head as you read
- #20 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
- #21 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.