Engaging in Retrospective Reflection

Autor/in	Brevig, Laurey
Titel	Engaging in Retrospective Reflection
Quelle	In: Reading Teacher, 59 (2006) 6, S.522-630 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Grade 5; Metacognition; Inquiry; Females; Clubs; Nonprint Media; Group Discussion; Interpersonal Relationship; Reading Strategies; Classroom Techniques + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Weibliches Geschlecht; Club; Klub; Gruppendiskussion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Reading strategy; Leselernstufe; Lesetechnik; Klassenführung
Abstract	Reflection is a powerful means to involve readers actively in gaining new insights about texts and themselves as readers. This article relates the story of three fifth-grade girls engaged in metacognitive inquiry within a classroom book club group. The use of exploratory talk and reflection illustrate how the girls constructed meaning and deepened their individual and collaborative understanding of a shared text. Revisiting portions of the group's audiotaped book club conversations during a retrospective reflection session allowed the girls to become consciously aware of the strategies they used to navigate a particular text, the ways in which the knowledge they brought to discussions was enriched or altered through exploratory talk, and the means available to self-monitor their growth as active learners. Upon completion of the text, stories continued to unfold as the girls became more self-aware and took a fresh look at their discourses, gaining insight into their evolving perceptions. (Author).
Anmerkungen	International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10