Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers

Schmitt, Maribeth Cassidy; Hopkins, Carol J.

doi:10.1080/19388079309558121

Cited by 11 publications

(4 citation statements)

References 13 publications

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“…As the awareness of the source, upholding and reliability of one's claims and beliefs about a particular topic forms the basis of a reasoned argument. Metacognition has also been frequently linked to reading comprehension; various studies have consistently found that skilled readers pay more attention to important information in texts, and engage in comprehension monitoring and revision more often (Palincsar and Brown 1984;Paris and Jacobs 1984;Schmitt and Hopkins 1993;Yang 2002). Metacognition is no doubt a core component in various forms of higher-order thinking.…”

Section: Conception Of Metacognitionmentioning

confidence: 98%

Metacognitive strategies that enhance critical thinking

2010

Metacognition Learning

259

148

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The need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with different levels of critical thinking performance participated in the study (five in the high-performing group and five in the low-performing group). They were tested on six thinking tasks using thinkaloud procedures. Results showed that good critical thinkers engaged in more metacognitive activities, especially high-level planning and high-level evaluating strategies. The importance of metacognitive knowledge as a supporting factor for effective metacognitive regulation was also revealed. The contribution of metacognitive strategies to critical thinking and implications for instructional practice are discussed.A critical thinker is one who applies appropriate skills and strategies to achieve a desirable outcome (Halpern 1998). Critical thinking demands strategic use of cognitive skills that best suit a particular situation, as well as an active control of one's own thinking processes for well-justified conclusions. Psychologists and educators strive to understand what differentiates those who think critically and those who fail to do so; however, it has not been an easy task due to the complexity of human thinking processes. As a result, tests of critical thinking usually measure the end-results of thinking processes, i.e., the quality of Metacognition Learning (2010) 5:251-267

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Section: Conception Of Metacognitionmentioning

confidence: 98%

Metacognitive strategies that enhance critical thinking

2010

Metacognition Learning

259

148

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“…Since Durkin's (1981) curriculum analysis, no other complete comprehension curriculum study of core programs has been conducted. Other studies of core reading programs examine how comprehension is taught, not auditing what is taught (Afflerbach & Walker, 1992;Franks, Mulhern, & Schillinger, 1997;Jitendra, Chard, Hoppes, Renouf, & Gardill, 2001;Miller & Blumenfeld, 1993;Schmitt & Hopkins, 1993). The composition of reading skills and strategies in core reading programs appears to be a product of research, tradition, and the demands of state and district assessments (Chambliss & Calfee, 1998;J.J.…”

Section: The Comprehension Curricula Of Core Reading Programsmentioning

confidence: 99%

“…When Afflerbach and Walker (1992) examined main-idea instruction in three commercial programs, they found that all of the programs failed to focus on the strategic nature of the skill, with the programs teaching main idea implicitly rather than explicitly. Schmitt and Hopkins (1993) also examined comprehension skills and strategy instruction in basal reading programs with early 1990 copyright dates. They found that these programs taught important skills and strategies but failed to do so with the explicitness suggested in the research.…”

Section: Instruction Of Comprehension Skills and Strategiesmentioning

confidence: 99%

Popular culture in the literacy curriculum: A Bourdieuan analysis

Marsh

2006

Reading Research Quarterly

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S This article discusses data arising from a longitudinal study of the attitudes, beliefs, and experiences of preservice teachers regarding the use of popular culture in the primary literacy curriculum in England. Eighteen students took part in a series of interviews throughout their three‐year initial teacher education course. Data were inductively coded. The responses of three students are analyzed using a number of the theoretical concepts developed by Bourdieu in order to explore how students' agency was limited in relation to their use of popular cultural texts. Findings indicate that consideration needs to be given to the way in which habitus, capital, and field interrelate if preservice teachers' decision‐making processes with regard to the curriculum are to be understood, rather than examining any or all of these concepts in isolation. In addition, challenges to dominant practices can occur when there is tension between habitus and field. It is suggested that preservice teachers need opportunities to explore the relationship between structure and agency if they are to understand the limitations on their practice and challenge traditional models of the literacy curriculum. Implications for teacher education and future research are addressed. Este trabajo discute los datos surgidos de un estudio longitudinal sobre las actitudes, creencias y experiencias de futuros docentes con referencia al uso de la cultura popular en el currículo de alfabetización de nivel primario en Inglaterra. Dieciocho estudiantes participaron en una serie de entrevistas a lo largo de los tres años del curso de formación de docentes primarios. Los datos se codificaron inductivamente. Se analizaron las respuestas de tres estudiantes usando varios de los conceptos teóricos desarrollados por Bourdieu a fin de explorar de qué modo los estudiantes estaban limitados como agentes en relación con el uso de textos de cultura popular. Los hallazgos indicaron que, para entender los procesos de toma de decisiones de los futuros docentes respecto del currículo, debiera tomarse en consideración la forma en que interactúan hábitus, capital y campo, en lugar de examinar alguno o todos estos conceptos en forma aislada. Asimismo, cuando hay tensión entre hábitus y campo podrían plantearse desafíos a las prácticas dominantes. Se sugiere que los futuros docentes necesitan oportunidades para explorar la relación entre estructura y agente a fin de comprender las limitaciones de su práctica y desafiar los modelos tradicionales del currículo de alfabetización. Se mencionan las consecuencias para la formación docente y la investigación futura. Dieser Aufsatz diskutiert die aus einer Langzeitstudie hervorgegangenen Daten von Einstellungen, Überzeugungen und Erfahrungen von angehenden Lehrern bezüglich der Nutzung populärer Kultur im Schreib‐ und Leselehrplan für Grundstufen in England. Achtzehn Studenten beteiligten sich in einer Serie von Interviews im Verlauf ihres dreijährigen anfänglichen Lehrerausbildungsstudiums. Die Daten wurden induktiv kodiert...

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“…In fact, basal readers are not merely reading materials. They are written with their accompanying manual procedures and classroom instruction (see Shannon, 1989;Schmitt & Hopkins, 1993). With their specific methods and techniques, basal readers are quite central in some reading programs.…”

Section: Introductionmentioning

confidence: 99%

Implementing basal reading program in EFL upper secondary school settings

Sajidin

Mulyadi

Robiasih

2021

jees

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Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.

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Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers

Cited by 11 publications

References 13 publications

Metacognitive strategies that enhance critical thinking

Metacognitive strategies that enhance critical thinking

Popular culture in the literacy curriculum: A Bourdieuan analysis

Implementing basal reading program in EFL upper secondary school settings

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