On Knowing What You Know: Metacognition and the Act of Reading.

Underwood, Terry

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Peer reviewed

ERIC Number: EJ559326

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0009-8655

EISSN: N/A

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On Knowing What You Know: Metacognition and the Act of Reading.

Underwood, Terry

Clearing House, v71 n2 p77-80 Nov-Dec 1997

Argues that the secret behind truly powerful learning lies in developing students' metacognitive abilities. Presents an overview of the role of formative assessment in learning to read and in reading to learn. Discusses some research-based instructional techniques useful in helping students take executive control of the reading act. (SR)

Descriptors: Beginning Reading, Elementary Secondary Education, Formative Evaluation, Metacognition, Reader Text Relationship, Reading Instruction, Reading Processes, Reading Research, Reading Skills, Reading Strategies

Publication Type: Guides - Classroom - Teacher; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Theme Issue: Forms and Functions of Formative Assessment.