Talking it out? Metacognition, teacher talk, and comprehension consequences
This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognit...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Language and Literacy Researchers of Canada
2025-01-01
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| Series: | Language and Literacy: A Canadian Educational e-journal |
| Subjects: | |
| Online Access: | https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29642 |
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