Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences

Autor/in	Pacello, James
Titel	Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences
Quelle	In: Journal of College Reading and Learning, 44 (2014) 2, S.119-140 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2014.906240
Schlagwörter	Qualitative Research; Student Experience; Student Attitudes; College Students; Developmental Studies Programs; Remedial Reading; Reading Instruction; Writing Instruction; Literacy Education; Metacognition; Teaching Methods; Transfer of Training; Interviews; Assignments; Reflection; Documentation; Content Analysis; New York + Suchen Sie Ihr Suchwort? Qualitative Forschung; Studienerfahrung; Schülerverhalten; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leseförderung; Leseunterricht; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Dokumentation; Inhaltsanalyse
Abstract	This qualitative research study was aimed at examining the experiences and perceptions of students at a four-year college in New York City who were enrolled in an integrated reading and writing course designed to help students connect the literacy skills learned in the course to other contexts. Focusing on three students enrolled in the course, the study sought to get an in-depth understanding of the experiences and perceptions of students as they took the course. The findings suggest that pedagogical methods stressing a metacognitive strategy approach to college reading, writing, and learning might help students to experience the course as being connected to navigating the literacy demands of various academic, professional, and personal contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01