Fostering Metacognition and Reading Comprehension Linda Baker University of Maryland, Baltimore County PBIDA October 8, 2010 “The vice of the poor reader is to say the words to himself without actively making judgments as to what they reveal.” E. L. Thorndike, 1917 A good reader…
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University of Maryland, Baltimore County
October 8, 2010
A good reader proceeds smoothly and quickly as long as his understanding of the material is complete. But as soon as he senses that he has missed an idea, that the track has been lost, he brings smooth progress to a grinding halt. Advancing more slowly, he seeks clarification in the subsequent material, examining it for the light it can throw on the earlier trouble spot. If still dissatisfied with his grasp, he returns to the point where the difficulty began and rereads the section more carefully. He probes and analyzes phrases and sentences for their exact meaning; he tries to visualize abstruse descriptions, and through a series of approximations, deductions, and corrections he translates scientific and technical terms into concrete examples.
Whimbey, 1975, p. 91
Directions: Read the sentences carefully and circle the best answer for you. There are no right or wrong answers.
What do you do if you come to a word and you do not know what it means?
a. Use the words around it to figure it out.
b. Ask someone else.
c. Move to the next word.
What would help you become a better reader?
a. If more people would help you when you read.
b. Readier easier books with shorter words.
c. Checking to make sure you understand what you read.
(Jacobs & Paris, 1987)
Directions: Choose one statement that "tells a good thing to do to help you understand a story better before (during, after) you read it."
After I've read a story it's a good idea to:
a. Read the title and look over the story to see what
it is about.
b. Check to see if I skipped any of the vocabulary words.
c. Think about what made me make good or bad
d. Make a guess about what will happen next in the
Directions: Listed below are statement about what people do when they read academic or school related materials such as textbooks or library books. After reading the statements circle the number that applies to you. Please note there are no right or wrong answers.
(Each item is rated on a 5-point scale with respect to how often the reader does the described activity.)
(Mokhtari & Reichard, 2002)
The planet Jupiter is far from the sun. It is also the largest planet in our solar system. Jupiter circles the sun once every 12 years. Jupiter is a thousand times smaller than our planet. Jupiter has a giant red spot. The spot is the planet’s most famous feature.
Clouds form when warm and cold air meet. Clouds can bring rain, hail, sleet or snow to earth. Some people are paid to study the clouds. The clouds tell them what moultin we will have. There are many types of clouds. Each type means different weather is coming.
Long ago North America was covered with woodlands. Many early settlers lived in the woodlands. They collected nuts, berries, and fruits to eat. They used sand from the trees to make many things. They built houses, boats, and weapons. They even made medicine from the tree bark.
Sources of Influence
“The active control of cognition may be a rather late-developing phenomenon, coinciding with a developmental shift in adolescence that enables students to have their own thoughts not just as objects of their thinking, but also to control their own thinking.”
Pintrich and Zusho (2002, p. 261)
"It appears that the enthusiasm surrounding metacognition has established the construct as a pinnacle of information processing. It is the most prized, most regulative, top-of-the-hierarchy component in several theories and instructional packages. This appears to us to be an erroneous aggrandizement of decontextualized knowledge. The goal of development and education is not to produce people who reflect, orchestrate, plan, revise, and evaluate their every action."
(Paris, Cross, & Jacobs, 1987, p. 238
Susan E. Israel
International Reading Association, 2007
“… teachers now have an excellent and comprehensive source of information on how to assess the metacognitive skills of their students and how to use that assessment information to guide their reading instruction.”
LB, from the foreword