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A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
| Content Provider | ERIC |
|---|---|
| Author | Gómez González, Juan David |
| Spatial Coverage | Colombia |
| Abstract | This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components. |
| Related Links | https://files.eric.ed.gov/fulltext/EJ1147183.pdf |
| Ending Page | 201 |
| Starting Page | 187 |
| ISSN | 16570790 |
| Journal | PROFILE: Issues in Teachers' Professional Development |
| Issue Number | 2 |
| Volume Number | 19 |
| Language | English |
| Publisher | Universidad Nacional de Colombia |
| Publisher Date | 2017-01-01 |
| Access Restriction | Open |
| Subject Keyword | Reading Comprehension Reading Strategies Metacognition Reading Instruction Teaching Methods Content Area Reading Models Educational Benefits English (Second Language) Second Language Learning Second Language Instruction Lesson Plans College Students Language of Instruction Foreign Countries Higher Education Postsecondary Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Linguistics and Language |
