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Metacognition

In: English and Literature

Submitted By RAB0523
Words 1210
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Researchers consistently posit that metacognition plays an important role in reading. Metacognition has been defined as "having knowledge (cognition) and having understanding, control over, and appropriate use of that knowledge" (Tei & Stewart, 1985). Thus, it involves both the conscious awareness and the conscious control of one's learning. In this digest, the implications of metacognition will be discussed as it relates to an important type of learning--reading to learn.

In a summary of research on metacognition from the Center for the Study of Reading at the University of Illinois, Armbruster et al (1983) present reading to learn from a metacognitive perspective as it relates to four variables: texts, tasks, strategies, and learner characteristics.

1. TEXT - Text refers to the textual features of learning materials which influence comprehension and memory.

Factors such as arrangement of ideas in texts, vocabulary, syntax, clarity of author's intentions, and reader's interest and familiarity with a text all have an effect on students' learning. Salient findings from the research include three basic points:

* text structures influence learning even if the learner is unaware of their effect; * knowledge of the effect of text structures on learning is dependent on age and ability; * a reader can optimize learning by becoming aware of text structures and the resultant effect they have on learning.

Knowledge of text structure is critical for reading to learn; it is requisite for efficient use of study time. By detecting the organizational patterns or structures of texts, students can observe how authors arrange ideas and determine which kinds of structures are used to interrelate ideas. In her research, Muth (1987) addresses text structures used most frequently in informational or expository materials found

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