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Open Access Thesis

Keywords

Metacognition; Reading (Secondary);

Abstract

Metacognition is a theoretical construct used to describe a type of cognitive ability through which an individual assesses the range and quality of his/her own knowledge and is able to gain insight and control over particular aspects of his/her own cognitive and affective processes. Metacognition appears to be an important factor in development of higher level thinking skills, in acquisition of knowledge, and in reading comprehension. Because of its role in reading and learning, metacognition may prove to be an ideal construct on which to base secondary reading instruction, an area of secondary curriculum which is in particular need of focus. Lack of agreement about what should comprise developmental reading instruction and who should be responsible for it has left many students without the benefit of reading instruction from content teachers or a supportive, focused developmental reading program, despite the need for continued instruction through the secondary grades. The purpose of this paper is to characterize a course of study for secondary reading which is based on a theoretical synthesis of research on the nature and development of metacognition. In order to formulate the synthesis, a survey of literature was conducted. Areas of research include cognitive processes, knowledge acquisition, and development of reading and formal thinking in adolescents and young adults. Four specific areas of concern for reading educators were addressed. These include: 1) the possibility and probability of purposefully nurturing metacognition in an educational setting, 2) identifying characteristics of the best environment for nurturing metacognition, 3) aspects of metacognitive development and environmental needs that can be accommodated within the secondary reading program, and 4) aspects of curriculum design, specific instructional practices, materials, and student and staff roles. It was concluded, on the basis of the review or literature, that metacognition interactively involves levels or awareness, control, and monitoring, and all of these depend on the extent or the conceptual base of the individual. Metacognition can be described as an active effort toward the goal of making cognitive progress or as a passive state or awareness. Metacognition appears to be somewhat developmental but can be nurtured by interaction with adults and others. Aspects of metacognition can be purposefully developed through strategy training. Maintenance and transfer of strategies learned depends on social maturity and inclusion or instruction in the relevance and applications of the strategy. A secondary reading program that nurtures metacognition does so through both the content and instructional practices used. It is a student-centered program that stresses interactive teaching, the student's zone of proximal development, and active learning. Writing, strategy training, experience through literature, philosophy, and problem-solving processes are important aspects of such a program. Educating for metacognitive development is an experimental endeavor. Tools for measuring metacognitive development are yet to be designed and programs to nurture metacognition have yet to be tested.

Year of Submission

1987

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Ned Ratekin

Second Advisor

David A. Moore

Third Advisor

Jack Yates

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1987

Object Description

1 PDF file (105 leaves)

Language

en

File Format

application/pdf

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