Open AccessJournal Article
Students' Metacognitive Knowledge about Writing.
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This article is published in Research in The Teaching of English.The article was published on 1989-01-01 and is currently open access. It has received 70 citations till now. The article focuses on the topics: Metacognition & Rhetorical modes.read more
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A Capacity Theory of Writing: Working Memory in Composition
TL;DR: The authors examines ways in which working memory contributes to individual and particularly to developmental differences in writing skill and concludes that a capacity theory of writing can provide a framework within which to consider the development of writing skill, and relevant data are discussed.
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Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms:
TL;DR: This paper examined the effects of an intervention that attempted to improve students' expository writing abilities through an instructional emphasis on teacher and student dialogues about expository strategies, text structure processes, and self-regulated learning.
Essential Elements of Fostering and Teaching Reading Comprehension
TL;DR: This article found that second through fifth graders showed dramatically different rates of growth in reading comprehension over the course of the school year, depending on their teacher and the specific practices in which he or she engaged.
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Relations Between Writing Processes and Text Quality: When and How?
TL;DR: This paper investigated the relation between cognitive activities and text quality: are qualitatively different texts preceded by different distributions of cognitive activities? The main assumption was that the same cognitive activity might have a different impact, depending on the moment it is engaged in during the writing process.
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Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence
TL;DR: This article reviewed the progress in understanding text revision, and suggested investigations to increase understanding of revision and to promote integration of research and theory about reading and writing, and they suggested a rich diversity of research approaches.
References
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Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.
TL;DR: The authors found that younger children are quite limited in their knowledge and cognition about cognitive phenomena, or in their metacognition, and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises.
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Becoming a strategic reader
TL;DR: In this article, the authors examine aspects of knowledge and motivation that are critical to becoming a strategic reader, emphasizing that agents are strategic, not actions removed from contexts, and that self-guided learning depends on the intentions, perceptions and attributions of learners.
Book
Metacognition and reading comprehension
TL;DR: A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition as discussed by the authors, and this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners.