Young talented readers: The interaction and engagement of metacognition during critical literacy discourse

Abstract

Much of what is currently understood about talented readers is based, unfortunately, on anecdotal evidence, with very little empirical research focusing on this group of students. Too many teachers believe that their focus in Reading class should be on struggling students, unaware that failing to continue to challenge our talented readers can lead to these students being put 'at risk', which can lead to plateauing, a decline in their reading skills and the development of poor work habits (Reis, 2008). Failing to advance the reading skills of these students in primary school often results in them being ill prepared for the demands of their secondary education. The research study that is the basis of this chapter not only added to the limited empirical evidence regarding young talented readers in Australia but also confirmed that Australian critical literacy (ACL) offers a pedagogical approach that provides high cognitive opportunities for both talented and older typical readers. Critical literacy can provide young talented readers with the challenge they crave and enable their continued development of important reading skills in preparation for secondary school. The study also highlighted important connections between critical literacy, metacognition and higher cognitive function for both talented and typical readers, allowing educators to prepare their students to develop these important twenty-first-century skills.