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Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
2017 (English)In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, no 1, 19-25 p.Article in journal (Refereed) Published
Abstract [en]

The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4)recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2017. Vol. 51, no 1, 19-25 p.
Keyword [en]
Metacognition, teacher skills, readingcomprehension, practice analysis
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
URN: urn:nbn:se:hv:diva-10493DOI: 10.1111/lit.12095OAI: diva2:1062133
Available from: 2017-01-04 Created: 2017-01-04 Last updated: 2017-01-04Bibliographically approved

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Varga, Anita
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