Talking It Out? Metacognition, Teacher Talk, and Comprehension Consequences

• In Event: Investigating the Role of Metacognition in Comprehension Processes

Abstract

This study qualitatively examines the dialogic relationship between the teacher and students as readers and comprehension co-creators in a Midwestern elementary school. Data appears to indicate teachers participate more as co-constructors during reading groups with striving students, which can lessen students' use of metacognitive strategies since the teacher does the cognitive lifting for them. Additionally, the striving students engaged in fewer opportunities to construct meaning on their own or with peers in reading groups and tended to look to more knowledgeable others instead of their own textual interactions for comprehension.

Author

• Jennie Povenmire, Michigan State University