Increasing teachers' metacognition develops students' higher learning during content area literacy instruction: findings from the Read-Write Cycle Project

According to the NRP report, teaching a combination of reading comprehension techniques is more effective for increasing reading comprehension. Because teachers applied varied instructional techniques and used them explicitly and purposefully, teachers' pedagogy across the participant cohort wa...

Full description

Saved in:
Bibliographic Details
Published in:Issues in teacher education 2010-09, Vol.19 (2), p.127
Main Authors: Curwen, Margaret Sauceda, Miller, Roxanne Greitz, White-Smith, Kimberly A, Calfee, Robert C
Format: Article
Language:English
Subjects:
Academic achievement
California
Comprehension
Constructivism (Learning)
Content Area Reading
Core curriculum
Decision making
Educational Strategies
Elementary School Students
Elementary School Teachers
Faculty Development
Instructional Effectiveness
Knowledge Level
Learning
Learning Processes
Literacy
Literacy programs
Longitudinal Studies
Management
Metacognition
Reading Comprehension
Reading Instruction
Reading Skills
Reflection
Science
Social Studies
Students
Studies
Teacher centers
Teacher Role
Teachers
Teaching
Teaching Methods
Training
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:According to the NRP report, teaching a combination of reading comprehension techniques is more effective for increasing reading comprehension. Because teachers applied varied instructional techniques and used them explicitly and purposefully, teachers' pedagogy across the participant cohort was cohesive.
ISSN:1536-3031