Annotated Bibliography On Metacognitive Strategies

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

The validity of the Informal Reading Inventory is questionable, because without knowing the initial key factors of sex, race, age, and location, it is difficult to measure a student’s literacy intelligence based on the specific word lists and passages that this test contains. A student’s ability to read and comprehend passages adequately, or at a specific grade

So, what are the best types of instruction and assessment tools for teachers working with Ells? The journal article, titled “Culturally relevant texts and reading assessment for English Language Learners” by Ann E. Ebe a PhD. at Hunter College, City University of New York, New York, believes, that culturally relevant texts are an important key for teaching, and thus assessing ELLs per literacy comprehension (Ebe, 2010). Ebe believes that students who are English Language Learners have a higher level of comprehension when they are reading texts which are culturally relevant to them as opposed to reading texts that they have little cultural connection to (Ebe, 2010). Ebe’s research was focused on the belief that if ELLs are given texts which connect to them culturally, then they will improve their reading comprehension skills, because; they relate to a student’s background knowledge and thus enables the student to connect meaning to the information that is being presented (Ebe, 2010).

* How should classroom reading instruction practices best meet the needs of culturally and linguistically diverse students?

Instructions: Congratulations on completing the Biography Cornerstone! You will now complete a reflection that will help you to reflect on your growth and set goals for future experiences. Answer each question in complete sentences in English. You will be scored based on the thoughtfulness and completeness of your responses.

As a result of the meta analysis, it was discovered that “Writing about a text proved to be better than just reading it, reading and rereading it, reading and studying it, reading and discussing it, and receiving reading instruction” (Writing to Read, Graham & Hebert, 2010, p.14). With an Average Weighted

Lee & Schaller’s (1997) quantitative study examined the relationships between ELL students who demonstrated a level of proficiency compared to ELL students’ basic reading skills. The study (1997) tested two hypotheses to check reliability and validity; the hypotheses were examined from the following: (1) a foundation of language proficiency showed learners with below average levels in L2 proficiency showed little relationship between their L1 and L2 reading ability whereas learners with above average in L2 proficiency demonstrated a positive relationship between their L1 and L2 reading abilities.(b) The benefit of L2 proficiency was higher than the benefit of L1 reading ability in predicting L2 reading ability. In addition, Schaller & Lee’s (1997) study showed a correlation between the two hypotheses. For example, when L2 learners obtain previous knowledge from L1 experiences, their reading skills can potentially improve as information is

Current political discourse promotes the concept that all students when leaving school will have achieved an acceptable level of education in order that these students will survive and prosper in society. Subsequently their life choices and career directions will be determined by their ability to gather and interpret relevant information. To achieve this educators are required to teach the appropriate cognitive and metacognitive skills, so that individuals can extract and understand the information they require from any text, (Rowe, 2005).

The role of metadiscourse markers and their explicit instruction in reading comprehension have been studied many research studies (e.g., Camiciottoli, 2003; Intaraprawat & Steffensen, 1995; Vande Kopple, 1985). Moreover, there are studies in Iran as well (e.g., Dastgoshadeh, 2001; Jalilifar & Alipour, 2007; Parvaresh & Nemati, 2008; Aidinlou & Vafaee, 2012; Jalififar & Shooshtari, 2011; Karimi, Tabrizi, Sadeghoghli, 2013; Gholami, Tajjali & Shokrpour,

She explore the differences their comprehension processes; due to different cognitive style. Rosa acknowledged “Hale-Benson suggestion about African Americans possess a particular cognitive style that influences the way they learn and perform in school. She notes that a "new direction of investigation suggests that cognition is social as well as biological and looks at the relationship between one's culture and the kinds of skills one develops" (1). Rosa analyzed the difference cognitive style and used techniques that include behavioral objectives, signaling, and advance organizers. “This suggest that teachers need to encouraged to recognize and appreciate the cognitive diversity among African American male students. They are further encouraged to acknowledge the various methods, strategies, and processes required to deliver reading experiences to African American males with individual differences in processing styles” (1). This article benefits my research because she did a study with African Americans males, connecting cognitive theory for the reason of why their reading levels are low which could be barrier of why black male can not succeed in

Fonagy and colleagues expanded on the concept of metacognitive monitoring to include not only the capacity to think about one’s own mental state but also the ability to reflect on the mental states of one’s attachment figures (Fonagy & Target, 1997). Main’s research had focused on the cognitive appraisal processes in the development of metacognition, Fonagy and his colleagues expanded on this to include both the interpersonal and the intersubjective processes in thinking about one’s own and others’ internal, mental, and explicitly affective experiences (Slade et al., 2005). They brought to the forefront the importance of the capacity to think about feelings and their relation to behaviour, pointing out that as attachment relationships

In reading competency 2, Facilitate Learner Development and Socialization, it mentions about the various learning styles of students, as well as specific learning and teaching methods being utilized for diverse learners. By providing instructional methods fit to diverse learners need will results in an effective educational outcome for the students.

We already know that aging effects individuals cognitive abilities and the more individual gets aged the more decline appears in memory , attention and other kinds of cognitive impairements (American Psyhcological Assosciation). If an older adult have impairement in their cognitive performances we can say that their metacognitive performance is also impaired. If older adult have dementia, this will affect their metacognitive abilities as well. However this scenerio is totally different for SuperAgers. Today we still do not know the reason behind their intact memories and cognitive abilities but we might have a clue by examining their metacognitive processes to predict their memory levels.

Good reading comprehension is a fundamental element that students must have to attain. Through researches, it is clearly stated that reading proficiency has a strong relationship between reading proficiency and academic success at all ages included in the university level. It is definitely important to discuss what strategy is the best way to practice to improve BSIE students reading comprehension for the sake of students’ success in the field of teaching.

In the area of general education, research has been found that intelligence is a strong predictor of learning (Chamorro-Premuzic, 2007; Primi, Ferrao, & Almeida, 2010). According to Flavell (1979, 1987), metacognition involves metacognitive knowledge and metacognitive experiences or regulation of cognition. Also Metacognition has been recognized as a strong predictor of learning (Coutinho, 2007; Dunning, Johnson, Ehrlinger, & Kruger, 2003; Flavell, 1976, 1979; Kruger & Dunning, 1999; Veenman & Elshout, 1995). The pupose of this research is to give information about relationships between intelligence, metacognition, and learning but first of all the examination of the predictive power of intelligence and metacognition in L2 learning gets priority in this study. Then, estimated the distinctive contribution of metacognition and intelligence beyond and above each other. Although some studies have done such these examination ,such as; language learning and intelligence (Ekstrand, 1977; Genesee, 1976), and language learning and metacognition (Green & Oxford, 1995; Oxford & Burry-Stock, 1995), but no study has examined the concurrent relationship of these two variables as language learning’s predictors. In This study the examination of the role of