Association for the Advancement of Computing in Education
Faculty of Community Services, Education and Social Sciences
School of 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.