L4 Notes: Metacognition
Flavell, 1976: Metacognition refers to one’s knowledge concerning
processes and products... Metacognition refers, among other things, to
the active monitoring and consequent regulation and orchestration of
these processes”
- Successful learners are more likely to use a range of cognitive skills and
strategies than those who experience difficulties in learning (Cameron &
Reynolds, 1999) – supported by studies mentioned in presentation
A. Evidence of effectiveness
1. Learning:
- Increased metacognitive awareness following focus on thinking and
learning process ( eg.: McGuinness, 1999; Houtveen et al, 2007)
- Houtveen et al. (2007) reported positive results on the effects of strategy
instruction and reading comprehension. They found that teachers who
demonstrated better metacognitive strategy instruction also produced
, students who made better progress in metacognitive knowledge. Further
to this, in a follow-up study they found that the students who were in their
original experimental group had substantially better results on reading
comprehension than those students who were in the control group. Their
overall conclusion was that teachers can teach their students
metacognitive skills and these skills will in turn lead to better results in
reading comprehension (Houtveen et al.2007).
- Teaching reading comprehension is not a simple task as there are many
facets involved in the process. Proficient readers simultaneously learn
skills such as an awareness of print, word recognition, decoding and
monitoring skills.
- These components are the basics of learning to read and a breakdown in
any of these skills could result in comprehension that is hampered.
Because reading does not occur naturally, it is logical to think that
learning to understand written communication is something that has to be
taught through formal instruction. Once students have learned to decode
words, this formal instruction should continue so that students are able to
monitor their understanding of what they have read.
- Greater understanding of present and future knowledge (Chi, 1996)
- Metacognitive ability improving significantly with age during adolescence
with prolonged developmental trajectory ( Weil et al 2013)
- Impact on adolescents academic achievement (Williams et al 2002) and
increase self-regulated learning and motivation ( Zepeda et al, 2015)
B. Literacy
- Developed reading comprehension and decoding skills
- Enhanced written outcomes
- Houtveen et al. (2007) reported positive results on the effects of strategy
instruction and reading comprehension. They found that teachers who
demonstrated better metacognitive strategy instruction also produced
students who made better progress in metacognitive knowledge. Further
Flavell, 1976: Metacognition refers to one’s knowledge concerning
processes and products... Metacognition refers, among other things, to
the active monitoring and consequent regulation and orchestration of
these processes”
- Successful learners are more likely to use a range of cognitive skills and
strategies than those who experience difficulties in learning (Cameron &
Reynolds, 1999) – supported by studies mentioned in presentation
A. Evidence of effectiveness
1. Learning:
- Increased metacognitive awareness following focus on thinking and
learning process ( eg.: McGuinness, 1999; Houtveen et al, 2007)
- Houtveen et al. (2007) reported positive results on the effects of strategy
instruction and reading comprehension. They found that teachers who
demonstrated better metacognitive strategy instruction also produced
, students who made better progress in metacognitive knowledge. Further
to this, in a follow-up study they found that the students who were in their
original experimental group had substantially better results on reading
comprehension than those students who were in the control group. Their
overall conclusion was that teachers can teach their students
metacognitive skills and these skills will in turn lead to better results in
reading comprehension (Houtveen et al.2007).
- Teaching reading comprehension is not a simple task as there are many
facets involved in the process. Proficient readers simultaneously learn
skills such as an awareness of print, word recognition, decoding and
monitoring skills.
- These components are the basics of learning to read and a breakdown in
any of these skills could result in comprehension that is hampered.
Because reading does not occur naturally, it is logical to think that
learning to understand written communication is something that has to be
taught through formal instruction. Once students have learned to decode
words, this formal instruction should continue so that students are able to
monitor their understanding of what they have read.
- Greater understanding of present and future knowledge (Chi, 1996)
- Metacognitive ability improving significantly with age during adolescence
with prolonged developmental trajectory ( Weil et al 2013)
- Impact on adolescents academic achievement (Williams et al 2002) and
increase self-regulated learning and motivation ( Zepeda et al, 2015)
B. Literacy
- Developed reading comprehension and decoding skills
- Enhanced written outcomes
- Houtveen et al. (2007) reported positive results on the effects of strategy
instruction and reading comprehension. They found that teachers who
demonstrated better metacognitive strategy instruction also produced
students who made better progress in metacognitive knowledge. Further
