Association for the Advancement of Computing in Education
Community Services, Education and Social Sciences
Communications and Arts, Centre for Research in Entertainment, Arts,Technology, Education and Communications
This paper examines how to teach Cognitive Self-Regulation. Approaches to enhancing Metacognition are discussed and a model for metacognitive regulation is presented. A strategy of reciprocal teaching is advocated for the development of metacognitive regulation of Reading Comprehension. An on-line annotation tool is proposed with a rationale for how learning supports, resources, and activities may be included.