Framework of 35 metacognitive behaviors for coding reading-strategy use¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The researchers created a coding framework of 35 metacognitive behaviors, skills, and strategies drawn from a literature review, used to judge whether student interview responses demonstrated metacognition. Behaviors range from setting the purpose for reading and understanding the task to predicting, using fix-up strategies, summarizing, testing, revising, evaluating, checking, and rereading. A response matching a listed behavior was counted as metacognitive; otherwise it was considered not metacognitive and ignored.

Design Implications¶

Context¶

Requirements¶

• Student responses must be transcribed verbatim and coded against the behavior list; a response matching a listed behavior counts as metacognitive

Constraints¶

• The framework was derived from a literature review by the researchers; responses not matching a listed behavior were ignored as not metacognitive

Target Learners¶

• students in grades 2 through 12 (no grade 4)

Target Learning Objectives¶

• reading comprehension
• metacognitive strategy use in reading

Claims¶

• Predicting Contextual Analysis Rereading Most Frequent [+M]
• Upper-level students most often reported contextual analysis, setting the purpose for reading, monitoring comprehension, and rereading [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Gil, A., Osiecki, N., & Juarez, A. (2001). Students Reflecting on What They Know. Paper presented at the XIX International Council for Innovation in Higher Education, Rome. https://eric.ed.gov/?id=ED457222