Talking it out? Metacognition, teacher talk, and comprehension consequences
Bibliographic Data
| ID | 21729944 |
|---|---|
| Authors | Jennie Baumann (0000-0002-7395-285X, Michigan State University, corresponding author) |
| Year | 2025 |
| Volume | 27 |
| Issue | 1 |
| Pages | 153-174 |
| Publication date | 2025-01-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Journal of Language and Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1038-1562 • E-ISSN: 1839-4728 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20360/langandlit29642 |
| OpenAlex | W4406388737 |
| Language | EN |
| References cited | 7 |
This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text
Cognition · Cognitive psychology · Comprehension · Linguistics · Literacy · Mathematics education · Metacognition · Pedagogy · Reading comprehension · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
| Highly cited | No |
|---|