Titlebook: Cognition, Metacognition, and Reading; Donna-Lynn Forrest-Pressley,T. Gary Waller Book 1984 Springer-Verlag New York Inc. 1984 behavior.de

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Introduction,(1976), metacognition refers to “one’s knowledge concerning one’s own cognitive processes and products or anything related to them.” Metacognition also includes “the active monitoring and consequent regulation and orchestration of these processes in relation to the cognitive objects or data on which

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General Method,or, average, and good readers in grades three and six on both performance and verbalization items related to reading (decoding, comprehension, and strategies) and to developmental factors relevant to reading (language, attention, and memory). Thus, there are 12 “Sets” of data corresponding to the se

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Cognitive and Metacognitive Aspects of Developmental Processes,sic psychological processes that may affect reading. Rather arbitrarily, we decided to include in our study both cognitive and metacognitive measures of language, memory, and attention (which we will treat primarily in terms of “use” of important information). A brief introduction to what we know ab

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General Discussion and Conclusions,sented earlier. As the reader will see, there is a great deal of consistency in the patterns of results. At times this leaves us with a feeling of redundancy in our writing, but we hope our readers will be patient with our repetitions and find helpful our efforts to reiterate and reinforce our point

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Book 1984o read, and what, if anything, meta cognition might have to do with it all. We didn‘t really know much about metacognition then, of course, but then most other people were in the same predicament. Some people had been working with interesting approaches and results on metalanguage and reading, among

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