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Investigating the Role of Metacognition in Comprehension Processes
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division C - Section 1a: Literacy Virtual Paper Session RoomSession Type: Paper Session
Abstract
Examines the contribution of metacognition to learners’ comprehension processes in elementary, secondary, and postsecondary settings. Considers multimodality of text(s), text genre, and interventions for readers’ metacomprehension. Explores the role of talk in students’ discussion and comprehension of text.
Sub Unit
Chair
Papers
Middle School Students' Metacognitive Comprehension of Video Games as Multimodal Texts - Carolyn Stufft, Berry College; Sam von Gillern, University of Missouri
Talking It Out? Metacognition, Teacher Talk, and Comprehension Consequences - Jennie Povenmire, Michigan State University
Examining the Relationship Among Automaticity, Metacognition, and Text Genre in Reading Comprehension - Melissa R. Hunte, University of Toronto