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Teacher Language Scaffolds the Development of Independent Strategic Reading Activities and Metacognitive Awareness in Emergent Readers
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Lee, Polly A.; Schmitt, Maribeth Cassidy – Reading Psychology, 2014
This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted…
Descriptors: Reading Strategies, Reading Instruction, Metacognition, Oral Reading
A Questionnaire to Measure Children's Awareness of Strategic Reading Processes.
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Schmitt, Maribeth Cassidy – Reading Teacher, 1990
Describes the Metacomprehension Strategy Index, a multiple-choice questionnaire, and its supporting validity and reliability data. Discusses how teachers can use and interpret this information to evaluate middle and upper elementary students' knowledge of strategic reading processes. (MG)
Descriptors: Educational Assessment, Elementary Education, Questionnaires, Reading Comprehension
The What, Why, How, and When of Comprehension Instruction.
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Baumann, James F.; Schmitt, Maribeth Cassidy – Reading Teacher, 1986
Presents a direct instruction approach to reading comprehension that stresses the use of three forms of knowledge--declarative, procedural, and conditional. Offers a sample lesson demonstrating the application of this approach for teaching a comprehension skill, and concludes with a discussion of how comprehension skill instruction in commercial…
Descriptors: Cognitive Processes, Reading Comprehension, Reading Instruction, Reading Materials