Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students?

By M. Pressley, I. Gaskins. 2006

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0b812a2df8bb5c5dfc194b9d32535f01dc9ef602

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. R. Hargrove
2. Christine Goh
3. A. Efklides
4. John L. Nietfeld
5. Larry Vandergrift
6. Yiching Chen
7. Adar Ben-Eliyahu
8. Ernesto Panadero

In Education

1. R. Hargrove
2. Christine Goh
3. A. Efklides
4. John L. Nietfeld
5. Abdullah Tugrul Coskun

Citations in the corpus

• The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “Successful reading intervention programs such as transactional strategies instruction (Brown, Pressley, Van Meter, & Schuder, 1996; Pressley & Gaskins, 2006) have emphasized the explicit teaching of cognitive strategies and comprehension monitoring tactics to maintain and apply their use.”
• How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Also, strategies in specific domains of expertise such as reading, writing, text comprehension or mathematics have been investigated (e.g., Cromley & Azevedo, 2011; Pressley & Gaskins, 2006).”
• Metacognitive Instruction for Second Language Listening Development (2008, background): “Metacognitive instruction in reading has been shown to be beneficial particularly for weak first language readers (Pressley and Gaskins 2006) and some indications of its benefits have also been observed amongst weak second language listeners (Goh and Yusnita 2006).”