Before-during-after metacognitive behavior checklist for reading lessons¶

Design · All designs
Evidence · no claims cited

Description¶

The article presents a table of metacognitive behaviors teachers exhibit before, during, and after a reading lesson. Before reading, teachers set goals, activate prior knowledge, skim to determine text structure, make predictions, model a Think Aloud, and determine key vocabulary. During reading, they check predictions, stop and summarize, take notice of word meaning, and note comprehension problems. After reading, they review the activity, summarize key ideas, think aloud what is needed to learn more, connect the topic with other information, re-read to clear up misconceptions, and recommend further reading.

Design Implications¶

Context¶

Requirements¶

Teachers trained in STRP metacognitive strategies

Constraints¶

Target Learners¶

elementary bilingual students

Target Goals¶

reading comprehension
metacognitive strategy use

Claims¶

A multi-step reading lesson pattern: skimming and scanning, structured comprehension exercises, and teacher-read-aloud vocabulary clarification

Examples¶

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Key Sources¶

Gil-Garcia, A. & Canizales, R. (2001). Commanding Strategies by Hispanic Students as They Think about Their Own Thinking Process. Paper presented at the National Association for Bilingual Education. https://eric.ed.gov/?id=ED457135

Page metadata

Field	Value
`type`	`design`
`id`	`before-during-after-metacognitive-behavior-checklist`
`title`	`Before-during-after metacognitive behavior checklist for reading lessons`
`description`	`The article presents a table of metacognitive behaviors teachers exhibit before, during, and after a reading lesson.`
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `gil-garcia-2001`

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