Becoming a strategic reader

Paris, Scott G.; Lipson, Marjorie Y.; Wixson, Karen K.

doi:10.1016/0361-476x(83)90018-8

Cited by 892 publications

(493 citation statements)

References 34 publications

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“…The authors distinguish the declarative type of knowledge (What you know), procedural type (How you think) or conditional type (When and why to apply knowledge and strategies). This allows us to know what we know, to know how we know it, and to know why and when to use this knowledge or apply the strategies (Jacobs & Paris, 1987;Paris, Lipson & Wixson, 1983) 3 . This categorization of metacognitive knowledge was also mentioned by Schraw and Moshman (1995) then Pintrich, Wolters and Baxters (2000).…”

Section: Metacognitive Knowledgementioning

confidence: 99%

Metacognitive Components in Learning to Learn Approaches

Frenkel

2014

IJPBA

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Abstract. Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a "metacognitive deficit". We refer to a "sleeping potential" instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project.

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Section: Metacognitive Knowledgementioning

confidence: 99%

Metacognitive Components in Learning to Learn Approaches

Frenkel

2014

IJPBA

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“…Because skill development is a pre-requisite of effective strategy use (Hellekjaer, 2009;Paris, Lipson & Wixson, 1983), extensive reading is a must. Extensive reading should be encouraged or even required to build up reading accuracy and fluency (Grabe, 2010).…”

Section: Training In Use Of Strategiesmentioning

confidence: 99%

Inference Strategies to Improve Reading Comprehension of Challenging Texts

Attaprechakul¹

2013

ELT

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This study aimed to explore inference strategies necessary to successfully read journal articles. Eighty-eight graduate students read a set of texts on education and economic growth and answered comprehension questions. Twenty-four of these participants also volunteered for an in-depth interview. The findings revealed that students usually relied on their bottom-up processing. They skipped difficult parts, especially technical information and graphic illustrations. They sought help from friends to enhance their understanding. Overall, they were successful at interpreting the thesis statement, the gist of the section, the meaning of the tested words and clause. However, they were less able to infer the underlying argument, the tone of the article, and the attitudes of others toward the research findings. A substantial number of students also failed to utilize information from section headings and the organization of research articles to guide their reading tasks.

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“…Drawing is considered a strategic process because it matches several dimensions along which strategies are defined: learner-generated drawing is goal-directed, serves to organize knowledge, and, when matched to the task, improves learning (Paris et al, 1983). As such, learner-generated drawing is similar to other strategies such as summarization, self-questioning, or prior knowledge activation.…”

Section: Learner-generated Drawing: Strategic Representative and Comentioning

confidence: 99%

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

Meter

Garner²

2005

Educ Psychol Rev

311

239

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This article explores learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals. Both applied and empirical literature is reviewed with the purpose of stimulating research on this strategy. Clear from this review is the gap that exists between prescriptive readings on learner-generated drawing and research-based understandings. To make sense of inconsistent empirical evidence, the research review is organized around a series of hypotheses grounded in current underA hallmark of sophisticated, expert-like performance is the ability to think flexibly and to transfer knowledge across contexts. In part, this process is reliant on an underlying cognitive structure in which knowledge is integrated across varying representations (de Jong and Ferguson-Hessler, 1986;Silver, 1979) 286Van Meter and Garner (Van Someren et al., 1998). When a student can translate a data table to a linear function (Haverty et al., 2000) or use illustrated text to solve transfer problems (Mayer and Sims, 1994), that student is assessed as functioning at a higher level relative to a student who struggles with these activities. As critical as integration is, learners have a difficult time working with more than one format and integrating verbal and nonverbal representations of complex content (e.g., Scanlon, 1998;Tabachneck-Schiif and Simon, 1998). Given both the value and challenge of this process, strategies that facilitate the integration of different representations, particularly those that cross modalities, have great potential for improving student learning. Learner-generated drawing is one such strategy because drawing involves the construction of an internal, nonverbal representation that is mapped onto elements of the alternative, provided representation. The purpose of this article is to make the case that learner-generated drawing is a strategy that warrants thorough, systematic study.Although learner-generated drawing received some attention in the mid to late 1970s, research interest dried up by the mid 1980s. We believe the loss of interest is partially attributable to inconsistent findings and a body of research which, on balance, is rather disappointing. Along with the obvious value briefly stated above, there are two additional reasons for renewing interest in learner-generated drawing. First, an abundance of prescriptive publications available to classroom teachers tout learnergenerated drawing as a strategy that can meet a number of educational objectives. This is true despite a lack of evidence to support most applications. It is not that these prescriptions are necessarily wrong; rather, the research evidence addressing drawing as a learning process is inconsistent, silent, or qualifying. To highlight the distance between research and practice, the review section of this article begins with an overview of the applied literature before synthesizing the empirical research. We hope the juxtaposition of an array of implementations against scant research evidence ...

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Becoming a strategic reader

Cited by 892 publications

References 34 publications

Metacognitive Components in Learning to Learn Approaches

Metacognitive Components in Learning to Learn Approaches

Inference Strategies to Improve Reading Comprehension of Challenging Texts

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

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