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METACOGNITIVE DIALOGUE: A STRATEGY TO INCREASE LEVELS OF PROCESSING AMONG COMMUNITY COLLEGE STUDENTS

AARONSON, SHIRLEY

Research & teaching in developmental education, 1987-04, Vol.3 (2), p.4-11 [Periódico revisado por pares]

New York College Learning Skills Association

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Título:
METACOGNITIVE DIALOGUE: A STRATEGY TO INCREASE LEVELS OF PROCESSING AMONG COMMUNITY COLLEGE STUDENTS
Autor: AARONSON, SHIRLEY
Assuntos: College students ; Community Colleges ; Comprehension ; Critical Reading ; Graduate students ; Learning Strategies ; Memory ; Metacognition ; Metacognitive Dialogue ; Reader Response ; Reader Text Relationship ; Reading ; Reading Comprehension ; Reading Skills ; Symbolism ; Teachers ; Thinking Skills ; Training ; Two Year College Students ; Two Year Colleges
É parte de: Research & teaching in developmental education, 1987-04, Vol.3 (2), p.4-11
Descrição: Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)
Editor: New York College Learning Skills Association
Idioma: Inglês

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