TITLE

COGNITIVE AND METACOGNITIVE READING STRATEGIES REVISITED: IMPLICATIONS FOR INSTRUCTION

AUTHOR(S)
Lawrence, Lisa Jean
PUB. DATE
December 2007
SOURCE
Reading Matrix: An International Online Journal;Dec2007, Vol. 7 Issue 3, p55
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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 among bilingual learners. The need for strategy instruction, focusing on prior knowledge and vocabulary is great for these students. Additional support in these areas is often necessary in academic content areas. The article further describes how students need to be aware of their own strategy use. Teachers can implement strategy surveys. They can use think-alouds as a modeling technique and evaluate students strategy use through them. Four main reading approaches that focus on strategy instruction are discussed: Experience-Text-Relationship (ETR), Reciprocal Teaching Approach (RTA), Cognitive Academic Language Learning Approach (CALLA) and Sheltered Instruction Observation Protocol (SIOP).
ACCESSION #
28067859

 

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