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Audience findings can be informative to teachers in designing optimal teaching-learning environments amendments can be done to the current syllabus encompassing academic reading strategies
Conceptual framework
Metacognition
Conceptual Framework
indispensable components to comprehend the ways readers develop metacognitive awareness and select active reading strategies to implement as tactics
2 paradigms
Metacognition
Metacognitive knowledge
a learners knowledge of cognitive processes and his/her regulation of such (Brown, 1987) Metacognitive convention based on experience
involves thinking about ones own perceiving, understanding, and remembering (Garner, 1987)
the ability to interpret the text = the transaction among the reader, text & context
to enlighten the ways which in higher level literacy skills are employed during reading and interpreting academic text
to examine readers cognitive processes during reading as well as effect of metacognitive awareness on that interaction
to examine the relationship between students reported awareness about reading and their actual reading comprehension skills
to determine relationships among the level of metacognitive awareness, reader stance, use of selfselected strategies, and level of understanding of academic text
Research Questions
RQ 1
What is the relationship between academic reading comprehension and students metacognition? What is the relationship between students metacognition and their stance toward the reading task? What is the relationship between traditional comprehension measures and students level of understanding?
RQ 2
RQ 3
create pathway for responsive reading pedagogy emerges that may meet the individual needs of students
Definitions of Terms
Metacognition: The process a person engages in as he or she thinks about his or her thinking and learning Metacognitive identity: Pre-existing tactics and/or strategies for thinking metacognitively, such as ones unique repertoire of reading strategies used during reading comprehension.
Intertextuality notes: Transposing text read into another text, such as notes, visualization, mind map, underlining or annotating text based on important ideas.
The End