A metacognitive curriculum to promote children's reading and learning

Abstract

This paper summarizes some of the major findings from a research project at the University of Michigan on children's reading comprehension. The basis for the research is the observation that many young or unskilled readers do not use effective strategies to foster comprehension. The instructional studies were designed to promote children's metacognition about reading by informing them how, when and why to use various comprehension strategies. Third‐ and fifth‐grade students received periodic instruction in their classrooms during the year about strategies such as skimming, locating main ideas, making inferences, monitoring comprehension and summarizing information in texts. Their performance on a battery of tests administered before and after instruction was compared to children in other classes who received their customary reading instruction. Children who received the metacognitive curriculum increased their awareness about reading and their use of comprehension strategies. Although the instruction helped children with a wide range of reading abilities, metacognition about reading varies with age and ability. The implications of these findings for cognitive development and reading instruction are discussed.