Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks
2017 (English)In: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 51, no 1, 19-25 p.Article in journal (Refereed) Published
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.
Metacognition, teacher skills, readingcomprehension, practice analysis
Research subject SOCIAL SCIENCE, Educational science
IdentifiersURN: urn:nbn:se:hv:diva-10493DOI: 10.1111/lit.12095OAI: oai:DiVA.org:hv-10493DiVA: diva2:1062133