Teaching Reading from A Metacognitive Perspective: Theory and Classroom Experiences

Abstract

Educators are increasingly recognizing the value of instruction that focuses on developing metacognitive skills, or comprehensive strategies for thinking and independent learning. Some metacognitive strategies that distinguish more competent from less competent readers are activating background knowledge, identifying important ideas, self-questioning, self-monitoring, seeking to understand relationships among ideas, drawing inferences, and clarifying confusing statements. This article summarizes research on metacognitive reading skills and then describes two sample classroom exercises used by the author to teach these skills to developmental college readers.

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Notes on contributors

Annette F Gourgey

Annette F. Gourgey is a cognitive psychologist specializing in cognitive and metacognitive learning skills across subjects. She is an adjunct assistant professor at The City University of New York and a learning consultant.