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Peer reviewedBillingsley, Bonnie S.; Wildman, Terry M. – Remedial and Special Education (RASE), 1990
This article addresses the planning of metacognitive instruction in reading, including such elements of metacognitive theory as metacognitive knowledge, self-regulation, comprehension monitoring, and regulation. Metacognitive goals for instruction, selected research in improving reading comprehension, and specific instructional implications for…
Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Processes, Metacognition
Rinehart, Steve D.; Platt, Jennifer M. – Forum for Reading, 1984
A literature review was undertaken to demonstrate how knowledge of one's cognitive processes, the orchestration of strategic effort, and the monitoring of one's cognitive activities can enhance reading performance. The findings indicate that while older readers exercise more awareness of their own learning processes and greater self-control or…
Descriptors: Adult Learning, Cognitive Ability, Cognitive Processes, Learning Processes
Download full textO'Loughlin, Michael; And Others – 1982
Recent research in metacognition suggests that efficient studying reflects the ability to employ deliberately planful or self-regulative study strategies. An instructional program based on this approach was developed to teach eighth graders how to study text. The sample of 50 eighth graders was divided into experimental (N=24) and control (N=26)…
Descriptors: Cognitive Ability, Grade 8, Junior High School Students, Junior High Schools
