"School" reading and multiple texts: Examining the metacognitive development of secondary-level preservice teachers

Lesley, Mellinee; Watson, Patricia; Elliot, Susan
October 2007
Journal of Adolescent & Adult Literacy;Oct2007, Vol. 51 Issue 2, p150
Academic Journal
The article reports on the authors' study of secondary-level preservice teachers' attitudes toward content-area reading and literacy. They studied the metacognitive reading processes used by a group of U.S. preservice teachers during a six-week thematic study of the Dust Bowl and the Great Depression. They note that they intentionally used a variety of texts pertaining to the theme and to theories and strategies for content-area literacy in order to model student-centered content-area literacy. They provide their research questions, study design, theoretical framework, course design, and results. They describe their findings on metacognition, self-monitoring, pseudoreading, and student teachers' attitudes and identities as readers, as well as the implications for teacher preparation.


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