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The role of metacognition in teaching reading comprehension to Normal Academic Secondary Four students
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Saravanan, V., & Lim, S. H. (2000). The role of metacognition in teaching reading comprehension to Normal Academic Secondary Four students. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 355-363). Singapore: Educational Research Association.
Flavell (1976:232) defined the term metacognition as 'knowledge concerning one's own cognitive process and products and refers to the active monitoring and consequent regulation and orchestration of these processes'. Garner (1987) labels metacognition as a body of research and theory that examines thinking about thinking. Osborne (1999) refers to as everything from knowledge of strategies, executive control of strategies, self-monitoring of activity to such things as listing of a particular problem, detection of errors within a reading passage, prediction of grades, knowledge of sources of motivation and self-correction of errors. Wenden (1998) states that second language learners involved in learner training, i.e. providing instruction in the use of cognitive strategies or the skills for self-directed language learning, agree that metacognitive knowledge should also be a component of these programs. Carrell (1998) states that while there is agreement among researchers that it is important for second language readers to become strategic readers, yet there is disagreement among the same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently 'good' or 'bad strategies. The research in metacognitive knowledge is of current interest in Singapore schools as there is current emphasis on training students in thinking schools under the initiative of 'Thinking Schools and Learning Nation'.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
Appears in Collections:Conference Papers

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