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...
- Autores:
-
Gómez González, Juan David
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66893
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66893
http://bdigital.unal.edu.co/67921/
- Palabra clave:
- 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
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | 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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