What Research Has to Say About Reading Instruction
Metacognition and Self-Regulated Comprehension
This chapter begins by making the following points: (1) That skilled readers are active readers who use a variety of comprehension strategies while they read; (2) comprehension strategies should be taught beginning in the earliest grades; and (3) these strategies are often not taught at all. From this perspective, the author explores the nature of effective comprehension instruction, focusing particularly on the role of knowledge of thinking processes.
Pressley, M. (2002).
Metacognition and Self-Regulated Comprehension.
In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 291-309). Newark, DE: International Reading Association.