A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies
This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporat...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2017 |
| País: | Colombia |
| Recursos: | Universidad Nacional de Colombia |
| Repositório: | Repositorio UN |
| Idioma: | espanhol |
| OAI Identifier: | oai:repositorio.unal.edu.co:unal/66893 |
| Acesso em linha: | https://repositorio.unal.edu.co/handle/unal/66893 http://bdigital.unal.edu.co/67921/ |
| Access Level: | Acceso aberto |
| Palavra-chave: | 37 Educación / Education 8 Literatura y retórica / Literature English as a foreign language metacognition reading comprehension reading strategies comprensión de lectura estrategias de lectura inglés como lengua extranjera meta-cognición |
| Resumo: | This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components. |
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