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Metacognition in Reading Comprehension

Year 2015, Volume: 1 Issue: 1, 28 - 36, 05.07.2015

Abstract

Metacognition is defined basically as thinking about thinking. It is a significant factor that affects many activities related to language use. Reading comprehension, which is an indispensable part of daily life and language classrooms, is affected by metacognition, too. Hence, this paper aims to present an overview of the recent theoretical and empirical studies about metacognition and reading comprehension. Firstly, it provides the definitions and the importance of metacognition. Secondly, the dimensions of metacognition, namely metacognitive knowledge and metacognitive regulation are explained. Finally, the study focuses on metacognition in reading comprehension. The previous research shows that the instruction of metacognitive reading strategies significantly improves reading comprehension. Accordingly, this study suggests that second language learners should receive metacognitive reading strategy training. Language teachers should benefit from metacognitive strategies and integrate them into their reading courses. They should raise their students’ awareness of what metacognitive strategies are and how they can employ these strategies during reading activities. Thus, students can have control over the reading processes, can monitor their understanding, and can detect the problems they experience while reading. After reading, they can question themselves whether or not they have achieved their reading goals, whether or not their strategies have worked, and how things should be done differently next time.  

References

  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.
  • Anderson, N. J. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 9, 2015, from www.cal.org/ericcll/digest/ 0110anderson.html.
  • Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge, England: Cambridge University Press.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher, 61(1), 70-77.
  • Bonds, C. W., Bonds, L. G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66(1), 56-59.
  • Brown, A., Armbruster, B., & Baker, L. (1983).The role of metacognition in reading and studying. In J. Orsany (Ed.) Reading comprehension: From research to practice. (pp. 49-75). Hillsdale, NJ : Lawrence Erlbaun.
  • Cera R., Mancini, M., &Antonietti, A. (2013). Relationships between metacognition, self- efficacy and self-regulation in learning. Educational, Cultural and Psychological Journal, 7, 115-141.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.
  • Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. The Journal of Doctoral Research in Education, 7, 39 -47.
  • Çubukçu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
  • Dunlosky, J., & Metcalfe, J. (2009). Metacognition: A textbook for cognitive, educational, life span & applied psychology. Thousand Oaks, CA: SAGE Publications, Inc.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American Psychologist, 34, 906-911.
  • Hadwin, A. F. (2008). Self-regulated learning. In T. L. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
  • Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
  • Klingner, J. K., Morrison, A., & Eppolito, A. (2011).Metacognition to improve reading comprehension.In R. O’Connor & P. Vadasy (Eds.), Handbook of reading interventions (pp. 220-253). New York: Guilford.
  • Landine, J. & Stewart, J. (1998). Relationship between metacognition, motivation,
  • locus of control, self-efficacy, and academic achievement. Canadian Journal of Counselling, 32(3), 200-212.
  • Lam, W. Y. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches. Language Teaching Research, 13(2), 129-150.
  • Livingston, J.A. (2003). Metacognition: An overview. (ERIC Document Reproduction Service No. ED474273).
  • Nisbet, J. &Shucksmith, J. (1984).The Seventh Sense. Edinburgh: Scottish Council for Research in Education.
  • O'Malley, J.M. &Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L.J. and Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46
  • Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Englewood Cliffs, NJ: Newbury House.
  • Paris, S. G., & Oka, E. (1986). Children's reading strategies, metacognition and motivation. Developmental Review, 6, 25-86.
  • Paris, S., & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6), 7-15.
  • Razı, S., & Çubukçu, F. (2014). Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey. Procedia Social and Behavioral Sciences, 158, 288 – 295.
  • Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26,
  • (1-2), 113-125.
  • Schraw, G. & Dennison, R. S. (1994).Assessing metacognitive awareness.Contemporary Educational Psychology, 19, 460-475.
  • Schraw, G. & Moshman, D. (1995).Metacognitive theories.Educational Psychological Review, 7, 351–371.
  • Sharp, D., Cole, M., Lave, C., Ginsburg, H. P., Brown, A. L., & French, L. A.(1979). Education and cognitive development: The evidence fromexperimental research. Monographs of the Society for Research in Child Development, 44(1- 2), 1-112.
  • Sheorey, R. & K. Mokhtari (2001). Coping with academicmaterials: differences in the reading strategies of native and non-native readers.System 29, 431-449.
  • Tan, Y. H. & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075-1089.
  • Vandergrift, L., Goh, C., Mareschal, C., &Tafaghodtari, M. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and Validation. Language Learning, 56, 431-462.
  • Vandergrift, L. &Goh, C. (2012).Teaching and learning second language listening: Metacognition in action. New York: Routledge.
  • Victori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
  • Wenden, A. L. (1991). Learner strategies for learner autonomy. New York, NY: Prentice- Hall.
  • Wenden, A. L. (1995). Learner training in context: A knowledge-based approach. System, 23(2), 183-194.
  • Wenden, A. L. (1998) Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.
  • Wong, L. (2015). Essential study skills. (8th ed.). Stamford: Cengage Learning.
  • Young, A. & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zhao, N. (2009). Metacognitive strategy training and vocabulary learning of Chinese
  • college students. English Language Teaching, 2, 123-129.
Year 2015, Volume: 1 Issue: 1, 28 - 36, 05.07.2015

Abstract

References

  • Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.
  • Anderson, N. J. (2002). The role of metacognition in second/foreign language teaching and learning. ERIC Digest. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Retrieved April 9, 2015, from www.cal.org/ericcll/digest/ 0110anderson.html.
  • Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge, England: Cambridge University Press.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher, 61(1), 70-77.
  • Bonds, C. W., Bonds, L. G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66(1), 56-59.
  • Brown, A., Armbruster, B., & Baker, L. (1983).The role of metacognition in reading and studying. In J. Orsany (Ed.) Reading comprehension: From research to practice. (pp. 49-75). Hillsdale, NJ : Lawrence Erlbaun.
  • Cera R., Mancini, M., &Antonietti, A. (2013). Relationships between metacognition, self- efficacy and self-regulation in learning. Educational, Cultural and Psychological Journal, 7, 115-141.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.
  • Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. The Journal of Doctoral Research in Education, 7, 39 -47.
  • Çubukçu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
  • Dunlosky, J., & Metcalfe, J. (2009). Metacognition: A textbook for cognitive, educational, life span & applied psychology. Thousand Oaks, CA: SAGE Publications, Inc.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive- developmental inquiry. American Psychologist, 34, 906-911.
  • Hadwin, A. F. (2008). Self-regulated learning. In T. L. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
  • Jacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
  • Klingner, J. K., Morrison, A., & Eppolito, A. (2011).Metacognition to improve reading comprehension.In R. O’Connor & P. Vadasy (Eds.), Handbook of reading interventions (pp. 220-253). New York: Guilford.
  • Landine, J. & Stewart, J. (1998). Relationship between metacognition, motivation,
  • locus of control, self-efficacy, and academic achievement. Canadian Journal of Counselling, 32(3), 200-212.
  • Lam, W. Y. (2009). Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches. Language Teaching Research, 13(2), 129-150.
  • Livingston, J.A. (2003). Metacognition: An overview. (ERIC Document Reproduction Service No. ED474273).
  • Nisbet, J. &Shucksmith, J. (1984).The Seventh Sense. Edinburgh: Scottish Council for Research in Education.
  • O'Malley, J.M. &Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  • O'Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L.J. and Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46
  • Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Englewood Cliffs, NJ: Newbury House.
  • Paris, S. G., & Oka, E. (1986). Children's reading strategies, metacognition and motivation. Developmental Review, 6, 25-86.
  • Paris, S., & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6), 7-15.
  • Razı, S., & Çubukçu, F. (2014). Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey. Procedia Social and Behavioral Sciences, 158, 288 – 295.
  • Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26,
  • (1-2), 113-125.
  • Schraw, G. & Dennison, R. S. (1994).Assessing metacognitive awareness.Contemporary Educational Psychology, 19, 460-475.
  • Schraw, G. & Moshman, D. (1995).Metacognitive theories.Educational Psychological Review, 7, 351–371.
  • Sharp, D., Cole, M., Lave, C., Ginsburg, H. P., Brown, A. L., & French, L. A.(1979). Education and cognitive development: The evidence fromexperimental research. Monographs of the Society for Research in Child Development, 44(1- 2), 1-112.
  • Sheorey, R. & K. Mokhtari (2001). Coping with academicmaterials: differences in the reading strategies of native and non-native readers.System 29, 431-449.
  • Tan, Y. H. & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075-1089.
  • Vandergrift, L., Goh, C., Mareschal, C., &Tafaghodtari, M. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and Validation. Language Learning, 56, 431-462.
  • Vandergrift, L. &Goh, C. (2012).Teaching and learning second language listening: Metacognition in action. New York: Routledge.
  • Victori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
  • Wenden, A. L. (1991). Learner strategies for learner autonomy. New York, NY: Prentice- Hall.
  • Wenden, A. L. (1995). Learner training in context: A knowledge-based approach. System, 23(2), 183-194.
  • Wenden, A. L. (1998) Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.
  • Wong, L. (2015). Essential study skills. (8th ed.). Stamford: Cengage Learning.
  • Young, A. & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zhao, N. (2009). Metacognitive strategy training and vocabulary learning of Chinese
  • college students. English Language Teaching, 2, 123-129.
There are 44 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Eda Ceylan

Leyla Harputlu This is me

Publication Date July 5, 2015
Submission Date July 5, 2015
Published in Issue Year 2015 Volume: 1 Issue: 1

Cite

APA Ceylan, E., & Harputlu, L. (2015). Metacognition in Reading Comprehension. The Literacy Trek, 1(1), 28-36.

Creative Commons License The content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Copyright rests with the author; The Literacy Trek must be referred properly.