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TEACHING METACOGNITIVE REGULATION OF READING COMPREHENSION IN AN ON-LINE ENVIRONMENT
PROCEEDINGS

, , Edith Cowan University, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper examines how to teach Cognitive Self-Regulation. Approaches to enhancing Metacognition are discussed and a model for metacognitive regulation is presented. A strategy of reciprocal teaching is advocated for the development of metacognitive regulation of Reading Comprehension. An on-line annotation tool is proposed with a rationale for how learning supports, resources, and activities may be included.

Citation

McMahon, M. & Oliver, R. (2003). TEACHING METACOGNITIVE REGULATION OF READING COMPREHENSION IN AN ON-LINE ENVIRONMENT. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2464-2471). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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