Tasks, Texts and Contexts: A study of reading and metacognition in English and Irish primary classrooms

Hall, Kathy; Myers, Julia; Bowman, Helen

doi:10.1080/03055699997828

Cited by 11 publications

(3 citation statements)

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“…The RTs also became aware that they used various comprehension strategies such as visualising, comparing, re-reading and questioning, and, in order to develop children's metacognitive knowledge and comprehension, they sought to make their 'strategy thinking' public (Hall et al, 1999). They also began to share their emotional responses to texts, and perceived this too prompted new connections and more personal responses: ''the children also became much more open in saying how a story made them feel -I suppose because I had modelled it'' (Written reflection, teacher, Barking and Dagenham).…”

Section: Reading Teachersmentioning

confidence: 99%

Teachers as readers: building communities of readers

Cremin¹,

Mottram²,

Collins³

et al. 2009

Literacy

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Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006Readers ( -2007, the core goal of the Phase II project was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy.The year-long Phase II project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities (LAs) in England, also sought to build new relationships with parents and families and to explore the concept of a ''Reading Teacher (RT): a teacher who reads and a reader who teaches'' (Commeyras and colleagues). The research design was multilayered; involving data collection at individual, school and LA levels, and using a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the Phase II research. It suggests that teachers need support if they are to develop children's reading for pleasure, and enhance their involvement as socially engaged and self-motivated readers.

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Section: Reading Teachersmentioning

confidence: 99%

Teachers as readers: building communities of readers

Cremin¹,

Mottram²,

Collins³

et al. 2009

Literacy

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show abstract

“…The importance of self-monitoring and meta-cognition, emphasized by Morley (1991) and Hall, Myers and Bowan (1999), amongst others, could directly be considered an element of explicit phonics instruction. As mentioned earlier, Zang (2009) called for an integration of semantic prosody into EFL instruction anticipating Nickel et al (2013).…”

Section: Elements Of Phonics In the Tesol Literaturementioning

confidence: 99%

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Coates

Gorham

Nicholas

2018

GIST

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Recent neurological breakthroughs in our understanding of the Critical Period Hypothesis and prosody may suggest strategies on how phonics instruction could improve L2 language learning and in particular phoneme/grapheme decoding. We therefore conducted a randomised controlled-trial on the application of prosody and phonics techniques, to improve phoneme-grapheme decoding, to test these findings on a typical late high school cohort of Italians. A trial group of 24, 17-18 year-olds followed a short 10-week, 20-hour trial course and were compared to a control (14 students) preparing for the Cambridge First Certificate exam. The trial group were given phoneme/grapheme decoding material and event-related-potential reinforcement in substitution of traditional exam practice, taught from a current textbook and web-site material. Results showed that the trial-group significantly improved in both orthography (p=0.048) and pronunciation (p=0.000), in particular in the long vowel and digraph categories. Furthermore, they significantly improved in a shortened interview category (p=0.024), for lexis, discourse and pronunciation. Due to the trial’s small size, we concentrated on reducing type 2 statistical errors to a minimum. We believe that our results confirmed the neurological findings of the use of prosody in TESOL and confirmed the validity of phonics techniques for L2 teaching. We also consider that the results are sufficiently robust to warrant a full-sized trial of phonics and prosody as a valid TESOL teaching technique

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“…Öz-düzenleyici öğrenme, geleneksel sınıflarda göze çarpmayan, kendiliğinden gelişmeyen ve çok karmaşık olmasına rağmen öğretilebilen bir beceridir (Boekaerts, 1997;Cekolin, 2001;Hall, Myers ve Bowman, 1999;Paris ve Paris, 2001;Pintrich, 1995). Öz-düzenleyici öğrenmenin öğretimine ilişkin sorunlar, yapılan müdahalenin tasarımı ve bileşenleri, ders içeriği ile bütünleştirilmiş ders tasarımlarına karşı tamamlayıcı ders tasarımları, öz-düzenleyici öğrenme stratejilerinin transferi ve öğrencilerin özellikleri olmak üzere dört genel kategoride toplanmaktadır (Hofer, Yu ve Pintrich, 1998).…”

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Student Teachers’ Perspectives on the Cognitive and Metacognitive Strategy Practices in Instructional Design Course

Kaya

Çakmak

2015

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Öz Anahtar KelimelerBu çalışma, ders içeriği ile birleştirilmiş bilişsel ve üstbilişsel strateji kullanımına yönelik uygulanan etkinliklere ilişkin öğretmen adaylarının görüşlerini incelemeyi amaçlayan bir durum çalışmasıdır. Araştırma, iki devlet üniversitesinin 2. sınıfında öğrenim gören 90 öğrencinin katılımı ile gerçekleştirilmiştir. Çalışma gruplarından birine bilişsel strateji etkinlikleri, diğerine ise üstbilişsel strateji etkinlikleri uygulanmıştır. Araştırmada uygulanan etkinliklere ilişkin öğrenci görüşlerini belirlemek amacıyla açık uçlu soruların yer aldığı yapılandırılmış görüşme formu kullanılmıştır. Elde dilen veriler betimsel analiz yöntemiyle incelenmiştir. Sonuçlar, öğrencilerin etkinliklere ilişkin memnuniyet düzeylerinin yüksek olduğunu, hem strateji kullanımı hem de konu alanına yönelik bilgi ve beceriler açısından genel anlamda faydalı olduğuna inandıklarını göstermiştir. Ayrıca, öğrencilerin derste öğrenilenleri tekrar olanağı sağlaması ve planlı ders çalışma alışkanlığı kazandırması yönüyle etkinliklerden memnun kaldıkları, etkinliklerin her hafta yapılmasından ise rahatsız oldukları görülmüştür. Bilişsel stratejiler Üstbilişsel stratejilerÖğretmen adayları Öz-düzenleyici öğrenmeMakale Hakkında

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Tasks, Texts and Contexts: A study of reading and metacognition in English and Irish primary classrooms

Cited by 11 publications

References 10 publications

Teachers as readers: building communities of readers

Teachers as readers: building communities of readers

Phoneme -Grapheme decoding in Phonics-Based Instruction of English as a Second Language at an Italian High School: A Randomised Controlled Trial

Student Teachers’ Perspectives on the Cognitive and Metacognitive Strategy Practices in Instructional Design Course

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