Document Type

Conference Proceeding

Publisher

Association for the Advancement of Computing in Education

Faculty

Faculty of Community Services, Education and Social Sciences

School

School of 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.

Access Rights

free_to_read

Included in

Education Commons

 
COinS