Foster students' metacognition as a long-term learning tool from the first years of schooling¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 3 studies (3 associational), q3 · 0 of 3 report an effect size · 4 claims rest on one study

Description¶

Based on the finding that early metacognitive efficiency predicted performance improvement across domains 10 months later, the authors conclude that metacognition "may play a fundamental role in guiding students' learning across domains" and highlight "the importance of creating educational programs fostering students' metacognition as a long-term learning tool". The recommendation applies from the first year of formal reading instruction, when metacognition appears partly dissociated from reading-specific linguistic ability.

Design Implications¶

Context¶

Requirements¶

• Programs should target procedural metacognition (online confidence monitoring) rather than only self-report metacognitive awareness

Constraints¶

• The study measured metacognitive efficiency in experimental tasks, not the effect of any implemented metacognition-training program; the recommendation is inferred from predictive longitudinal correlations

Target Learners¶

• early primary school students (Grade 1-2)

Target Learning Goals¶

• domain-general learning improvement
• reading-related skill development

Claims¶

• Metacognitive efficiency at Grade 1 predicts children's performance improvement 10 months later in both a linguistic and a non-linguistic task [+W]
• Metacognitive sensitivity increases with age between 5 and 8 years, similarly across number and emotion domains [+W]
• Metacognitive confidence judgments and control predict English vocabulary performance from the beginning to the end of the school year in primary school children [+W]
• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Ioanna Taouki, Marie Lallier, David Soto. (2022). The role of metacognition in monitoring performance and regulating learning in early readers. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09292-0