Building Cognitive Reading Fluency through "Tagging" for Metacognition

Autor/inn/en	Durham, Patricia; Raymond, Roberta D.
Titel	Building Cognitive Reading Fluency through "Tagging" for Metacognition
Quelle	In: Texas Journal of Literacy Education, 4 (2016) 1, S.46-56 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-7404
Schlagwörter	Reading Instruction; Reading Skills; Metacognition; Reading Fluency; Cognitive Processes; Instructional Effectiveness; Grade 4; Elementary School Students; Attitude Measures; Reading Attitudes; Surveys; Student Attitudes; Reading Motivation; Measures (Individuals); Teaching Methods; Elementary Reading Attitude Survey; Motivation to Read Profile + Suchen Sie Ihr Suchwort? Leseunterricht; Reading skill; Lesefertigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Reading behavior; Rading behaviour; Leseverhalten; Survey; Umfrage; Befragung; Schülerverhalten; Lesemotivation; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined how purposely exposing students to types of "tagging" opportunities for metacognitive reading skills strengthened cognitive reading fluency, or the fluidity and awareness of thinking, applying, and reflecting on their critical reading skills. Additionally, another purpose was to uncover if becoming metacognitively aware of these moments increased reading motivation. The study found that purposely exposing students to a variety of tagging options for metacognitive reading skills did have a positive impact on their motivation to read and for increasing cognitive reading fluency. The more students tagged and "criss-crossed" their experiences, the more cognitively fluent the students appeared as they used these responses more freely and authentically to build a literacy conversation. (As Provided).
Anmerkungen	Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01