Descriptor
Source
| Journal of Reading | 5 |
Author
| Gee, Thomas C. | 1 |
| Pearson, Jenny Watson | 1 |
| Pitts, Murray M. | 1 |
| Rakow, Steven J. | 1 |
| Santa, Carol M. | 1 |
| Weinstein, Claire E. | 1 |
Publication Type
| Journal Articles | 5 |
| Guides - Classroom - Teacher | 4 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
| Practitioners | 2 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedJournal of Reading, 1990
Describes three metacognitive abilities important for learning: self-knowledge, task knowledge, and self-monitoring. Identifies six metacognitive characteristics that separate proficient readers from less effective readers. Lists five principles on which independent learning is based. (RS)
Descriptors: Learning Processes, Metacognition, Reading Ability, Reading Processes
Peer reviewedPitts, Murray M. – Journal of Reading, 1983
Reviews monitoring theory and presents specific strategies for teaching comprehension monitoring. (AEA)
Descriptors: Educational Theories, Learning Processes, Metacognition, Reading Comprehension
Peer reviewedPearson, Jenny Watson; Santa, Carol M. – Journal of Reading, 1995
Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)
Descriptors: Class Activities, Educational Research, English Instruction, Learning Processes
Peer reviewedWeinstein, Claire E. – Journal of Reading, 1987
Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)
Descriptors: Cognitive Development, Cognitive Processes, Content Area Reading, Critical Thinking
Peer reviewedGee, Thomas C.; Rakow, Steven J. – Journal of Reading, 1987
Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…
Descriptors: Content Area Reading, Elementary Secondary Education, Independent Study, Learning Processes
