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Fifth-Grade Readers' Use of Metacognitive Strategies to Comprehend Social Studies Nonnarrative Texts
Cesa, Caron Ann – ProQuest LLC, 2012
Metacognitive strategies are needed for readers to be successful in comprehending nonnarrative social studies texts. The purpose of this study was to investigate the metacognitive strategies used by proficient readers (students reading above-grade-level) and struggling (students reading below-grade-level) readers comprehending social studies…
Descriptors: Metacognition, Grade 5, Elementary School Students, Reading Comprehension
Lawrence, Lisa Jean – Reading Matrix: An International Online Journal, 2007
The following article discusses cognitive and metacognitive reading strategies and the use of them particularly among bilingual students. It distinguishes between the two types of strategies. Strategy use among monolingual and bilingual students are described and compared. The article focuses on the need for strategy instruction, particularly…
Descriptors: Metacognition, Academic Discourse, Teaching Methods, Reciprocal Teaching
Serran, Guerlene – 2002
Adolescents who are experiencing difficulties in reading are found to have problems in word recognition, read at a slow pace, and comprehend slowly (Ivey, 1999). As these students move on in grade level, they are inadequately equipped with the reading comprehension skills needed in order to deal with higher level text. Struggling readers lack…
Descriptors: Comparative Analysis, Grade 8, Instructional Effectiveness, Metacognition

Jarvela, Sanna – European Journal of Psychology of Education, 1996
Reviews and evaluates empirical experiments that use two instructional models of student-teacher interaction, cognitive apprenticeship and reciprocal teaching. developed Argues that although many experiments have been conducted in different settings with good results, there is no evidence about the situational conditions or the ability of the…
Descriptors: Comparative Analysis, Educational Psychology, Higher Education, Literature Reviews