Metacognition and Reading Comprehension

Abstract

The intended audience for this book is anyone who conducts or consumes research in the broad area of cognitive processes. Psychologists and educators interested in problems of text processing should find the volume particularly useful. It is intended to provide a synthesis of the literatures that converge on the areas of metacognition and reading comprehension. It is also intended to present a discussion of important methodological dilemmas in these research literatures. The book should be useful in cognitive, developmental, and educational psychology courses at the graduate level. The book begins with definitional chapters on reading comprehension (chapter 1) and metacognition (chapter 2). Chapter 3 presents a number of research studies that document metacognitive performance differences along the dimensions of age and reading proficiency. The next two chapters present methodological concerns for interview studies (chapter 4) and for error-detection studies (chapter 5). Chapter 6 presents a series of research studies that provide successful training of cognitive and metacognitive strategies. In the final chapter (chapter 7), extension of this training work to classroom settings is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)