HOW TO ENHANCE READING COMPREHENSION THROUGH METACOGNITIVE STRATEGIES.
This article aims at presenting a study of the teacher trainees in the English department who have received instruction in metacognitive awareness for reading comprehension. Metacognition or "thinking about thinking" involves the awareness and regulation of thinking processes. Metacognitive strategi...
| Publicado en: | Journal of International Social Research / Uluslararası Sosyal Araştırmalar Dergisi Vol. 1; no. 2; pp. 83 - 94 |
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| Formato: | Artículo |
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Journal of International Social Research
Feb2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=32009153&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 32009153 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13079581 61LH jtl: Journal of International Social Research / Uluslararası Sosyal Araştırmalar Dergisi issn: 13079581 maglogo: N pubinfo: dt: Feb2008 vid: 1 iid: 2 pid: 42308 pub: Journal of International Social Research artinfo: ui: 32009153 ppf: 83 ppct: 11 formats: fmt: @attributes: type: P size: 215KB tig: atl: HOW TO ENHANCE READING COMPREHENSION THROUGH METACOGNITIVE STRATEGIES. aug: au: Çubukçu, Feryal affil: Dokuz Eylül Üniversitesi, Eğitim Fakültesi, Ingiliz Dili Egitimi su: Reading comprehension Metacognition Teaching methods Vocabulary College students Teacher training sug: subj: Reading comprehension Metacognition Teaching methods Vocabulary College students Teacher training keyword: metacognitive strategies reading teacher trainees vocabulary comprehension ab: This article aims at presenting a study of the teacher trainees in the English department who have received instruction in metacognitive awareness for reading comprehension. Metacognition or "thinking about thinking" involves the awareness and regulation of thinking processes. Metacognitive strategies are those strategies that require students to think about their own thinking as they engage in academic tasks. Within this study, students have been taught metacognitive strategies for reading in a five-week program they have joined voluntarily. The students have used the reading logs to reflect on their own thinking processes as they have been engaged in reading tasks. The purpose of the study is to determine the effectiveness of systematic direct instruction of multiple metacognitive strategies designed to assist students in comprehending text. Specifically, the reading comprehension and vocabulary achievement of 130 third-year university students has been investigated to determine whether instruction that incorporated metacognitive strategies has led to an increase in the reading comprehension of expository texts. In addition, the investigation is also designed to determine the impact of the metacognitive strategies on vocabulary. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of International Social Research / Uluslararası Sosyal Araştırmalar Dergisi is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of International Social Research / Uluslararası Sosyal Araştırmalar Dergisi holder: Journal of International Social Research dt: @attributes: year: 2008 holdings: @attributes: islocal: N |
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