Children’s Flexible Use of Strategies During Reading

Metacognition: An Expanded View on the Cognitive Abilities of L2 Learners

“…learner characteristics including metacognitive knowledge, learner activities or strategies, task, and materials, has been proposed by Jenkins (1979) and described in great detail by Brown et al (1982) who say that the components of such a model are "exactly what expert learners come to consider when they design their own plans for learning." (1982:22) Also see Masson 1982, Ryan 1982, Forrest-Pressley & Gillies 1983Brown and Baker 1984 for factors that interact to affect the outcome of the reading process; Kitchener 1983 for a provocative description of a threelevel model of cognitive processing to account for complex monitoring when individuals are faced with problems on which contradictory evidence and opinion exists.…”

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading

“…Strategy training has included: (a) skills training in using specific strategies, (b) training about the significance of those strategies and their usefulness, and (c) selfregulating the use of strategies (Baker & Brown, 1984;Brown, Campione & Day, 1981). For instruction, the teaching of comprehension-fostering skills suggests that reading comprehension may be enhanced through instruction of strategies (Forrest-Pressley & Gillies, 1983;Heller & Gordon, 1992;Palinscar & Brown, 1984, 35 36 Bilingual Research Journal, 16:3&4, Summer/Fal11992 1985 by providing students with better awareness and self-control of the reading task (Paris, Wixson & Palinscar, 1986).…”

Teachers' Concepts of Reading, Reading Instruction, and Students' Concepts of Reading

“…Clark and Peterson, 1986); (d) poor learners often possess inappropriate concepts that may inhibit their learning (Baker and Brown, 1984;Dansereau, 1985;Forrest-Pressley and Gillies, 1983). While it is generally agreed that students' concepts of subject matter can affect what is learned during instruction (Brown, 1982;Resnick, 1984;Brown and VanLehn, 1982), the relationship between students' concepts and teachers' concepts of subject matter has not been investigated, even though it seems likely that, like teacher knowledge, planning, and decision making, teachers' concepts ought to be evident during instruction and should affect students' concepts of subject matter.…”

“…The Importance of Concepts of Reading Research on teaching and research on learning indicate that (a) well-developed concepts are essential for successful academic performance (Forrest-Pressley and Gillies, 1983;Wittrock, 1986); (b) instruction can affect students' conceptual understanding of the subject matter (Rosenshine and Stevens, 1986;Winne and Marx, 1982;Peterson and Swing, 1982); (c) teacher knowledge, planning, and interactive decision making are related to instructional practice (cf. Clark and Peterson, 1986); (d) poor learners often possess inappropriate concepts that may inhibit their learning (Baker and Brown, 1984;Dansereau, 1985;Forrest-Pressley and Gillies, 1983).…”