Document Type

Conference Proceeding

Publisher

Association for the Advancement of Computing in Education

Faculty

Community Services, Education and Social Sciences

School

Communications and Arts, Centre for Research in Entertainment, Arts,Technology, Education and Communications

RAS ID

2266

Comments

This article was originally published as: McMahon, M. & Oliver, R. (2003). Teaching metacognitive regulation of reading comprehension in an on-line environment. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2464-2471). Chesapeake, VA: AACE. Original article available here

Abstract

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.

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