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Metacognitive Skills (metacognitive + skill)
Selected AbstractsAdvanced Phonics: Teaching Strategies for Poor Readers at Key Stage 2ENGLISH IN EDUCATION, Issue 3 2000Susan Jennings Abstract Poor readers at Key Stage 2 need ongoing support for their reading development. They are frequently weak in the metacognitive skills that enable good readers to make their own progress and they require a repetition of much phonics material from Key Stage 1. Beyond that, they have a need for the further complexities of English to be taught to them as phonics, not as spelling strategies/investigations. Additionally, they have difficulty in tackling polysyllabic words and must be taught appropriate decoding strategies. There is a dearth of teaching materials in this area and little research evidence as to how such material might best be taught. This paper charts the development of a phonics booster programme for poor readers in Year 5. [source] Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7JOURNAL OF RESEARCH IN READING, Issue 2 2001Fatemeh Arabsolghar Although extensive basic research has been carried out on children's metacognition, little is known about teachers' views of their students' cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (gradeŚabilityŚcomponent) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. [source] What goes on inside my head when I'm writing?LITERACY, Issue 2 20049-year-old boys, A case study of Abstract This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing , children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower-attaining Year 4 (8,9-year-old boys) the article considers the implications of assessing writing without acknowledging the role of the writer. [source] Multicontextual occupational therapy intervention: a case study of traumatic brain injuryOCCUPATIONAL THERAPY INTERNATIONAL, Issue 1 2001Belkis Landa-Gonzalez Abstract Cognitive deficits after a traumatic brain injury can result in significant functional limitations in all areas of daily living. An individual's ability to generalize learning may be limited, thus making it harder to live independently in the community. Assessing a client's metacognitive skills and awareness level may help to establish a baseline understanding about the supervision required and the most suitable living arrangements. This study describes a multicontextual, community re-entry occupational therapy programme directed at awareness training and compensation for cognitive problems in a 34-year-old man with traumatic brain injury. Intervention consisted of metacognitive training, exploration and use of effective processing strategies, task gradations and practice of functional activities in multiple environmental contexts. Strategies such as self-prediction, self-monitoring, role reversal and the use of checklists were used. Results after six months of intervention show improvements in the client's awareness level, enhancement of his occupational function, increased satisfaction with performance and a decrease in the level of attendant care. Additional studies are recommended to validate the findings. Copyright © 2001 Whurr Publishers Ltd. [source] | ||||||||||