- 1 Definitions
- 2 Components
- 3 Relation to sapience
- 4 Metacognitive strategies
- 5 See also
- 6 References
- 7 External links
Dr. Robert Fisher has done extensive research in the U.K. for 20 years on meta-cognition and teaching. Here is a link to one of his publications: Thinking About Thinking: Developing Metacognition in Children.
METACOGNITIVE TEACHING STRATEGIES, READING PERFORMANCE
Cora Reynoso Reyes, Ph.D.
Keywords: Teaching strategies, Reading performance, Self perception
This study was conceptualised basically to help improve instruction. Do
metacognitive strategies improve reading performance, metacognitive awareness, and
readers’ self-perception? The subjects were 282 sixth graders from the three schools of
Balara, Ateneo and Miriam taught by regular reading teachers following the traditional and
metacognitive lesson plans.
The strategies included think aloud, focusing, pupil-generated questions, reciprocal
question-answer, prior knowledge, teacher modelling, Know-Want-Learn, visual imaging and
fix-up. Metacognitive classes used these strategies, while the traditional classes followed the
procedures in the reading text.
Pretests included a Researcher-Made Test (RMT) and the Metropolitan Achievement
Test (MAT) to measure reading performance; the Metacognitive Reading Awareness
Inventory (MRAI) to measure pupil’s level of awareness of the metacognitive strategies; and
the Reader’s Self-Perception Scare (RSPS) to measure the pupil’s self-image. After about 7
weeks, the same tests were given again to find out whether there were significant gains in
reading performance, metacognitive reading awareness, and readers’ self-perception.
Based on the results, we can safely say that the use of metacognitive strategies had a
significant and positive effect on the reading performance of the students in all three schools
except for MAT and MRAI at the Ateneo. Ateneo teachers were already using many of the
strategies in their classes so the advantage of metacognitive teaching was not significant. The
overall impact of metacognitive teaching strategies was more effective at Miriam and Balara,
schools where the use of these strategies were new.
You will notice that both of these studies are done by researchers outside of the U.S.
I think it is time for us to begin to publish some of our own observations.
Does anyone want to share?