Metacognition and Reading Comprehension 9780893913984, 0893913987

Citation preview

M e t a c o g n it io n and

R e a d in g C o m p r eh en sio n

COGNITION AND LITERACY Series Editor: Judith Orasanu U.S. Army Research Institute

Metacognition and Reading Comprehension, Ruth Gamer In preparation Becoming Literate in English as a Second Language, Susan Goldman and Henry Tmeba (eds.) Literacy Development: Comparative Studies in the Acquisition and Practice of Literacy, Stephen Reder and Karen Reid Green

METACOGNITION AND READING COMPREHENSION

R u th

G a m e r

University of Maryland

«

ABLEX PUBLISHING CORPORATION NORWOOD, NEW JERSEY

l

&

r

.

l oZI

Copyright © 1987 by Ablex Publishing Corporation All rights reserved. No part of this publication may be reproduced, stored in a retrieval system/or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or oth­ erwise, without permission of the publisher. Printed in the United States of America

Library of Congress Cataloging in Publication Data Gamer, Ruth. Metacognition and reading comprehension. (Cognition and literacy) Bibliography: p. Includes indexes. 1. Educational psychology. 2. Metacognition. 3. Reading com­ prehension. I. Title. 13. Series. LB1051.G225 1987 370.15 86-22261 ISBN 0-89391-398-7

Ablex Publishing Corporation 355 Chestnut Street Norwood, New Jersey 07648

6 u

3 9 -1 3 5 * G 1 6 -0

Contents

Series Preface Preface

vii

ix

Chapter 1

Reading Comprehension 1 An Interactive Model of Reading Comprehension 2 Schema Theory: Reader Expectations for Text Input 3 Reader Expectations for Technical Prose 10

Chapter 2

Metacognition and Executive Control 15 Metacognitive Knowledge, Metacognitive Experiences, and Strategy Use 16 Executive Control 21 Boundaries Between Metacognition and Executive Control 23 Unresolved Conceptual Issues 26 Metacognition, Executive Control, and Reading Comprehension 28

Chapter 3

Metacognitive Development 31 Differences in Metacognitive Knowledge Among Learners 31 Differences in Metacognitive Experiences Among Learners 39 Differences in Strategy Use Among Learners 49

Chapter 4

Methodological Concerns: Metacognitive Interviews General Concerns About Interview Data 62 Specific Concerns About Interview Data from Young Children 66

61

vi

CONTENTS

Suggestions for Collecting and Interpreting Interview Data 67 The Think-Aloud Method as an Alternative to Interviews 69 Other Methodological Alternatives to Interviews 78 Chapter 5

Methodological Concerns: Error-Detection Research 85 Explicit Directions to Locate Errors 86 Inclusion of Blatant Errors 89 Use of Relatively Naturalistic Research Settings 92 Use of Nonverbal Measures of Detection 94 Provision of Standards for the Error-Detection Task 97 100 The Future of Error-Detection Research

Chapter 6

Training Students to Use Strategies 105 Strategy Training Research: What Do We Need to Know? 107 Specific Strategy Interventions 109 Strategic Responsibility Shifts 122 Final Notes on Strategy Training 125

Chapter 7

Applications of Metacognitive Research to Classroom Instruction 127 Candidate Strategies 128 Guideline #1: Process Instruction 131 Guideline #2: Task Analyses 133 Guideline #3: Generalizing Strategy Application 134 Guideline #4: An Entire Year's Instruction 135 Guideline #5: Guided Practice 136 Guideline #6: Children Teaching Children About Strategies 137 A Final Note on Classroom Strategy Instruction 138

References

139

Author Index

159

Subject Index

164

ulS

rfl —

(fftn jlt

ftrs e tu 'M y

v * r? * 6 k *

—- J%L^f7i«( (A*n'&k-4 _

te^ 7~ M < -hf^ x^ fs- * * * ***** _ / U v ^ tfU r e

les rre

Judith Orasanu w/ p u / ^ / ^ D 4^