Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences

  • Pacello J
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Abstract

The article discusses a study which examined the experiences and perceptions of students at a college in New York City who were enrolled in an integrated reading and writing course designed to help them connect the literacy skills they learned in the course to other contexts. Topics covered include a literature review on the ways students perceive learning, the role that metacognitive skill and strategy instruction play in the courses, and how students view writing as a process. TS - RIS

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Authors

  • James Pacello

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