The tips included in her article are a quick and easy way to stretch students' thinking about their reading. Many of these questions may seem natural and subconscious for a reader but good readers must be trained in this type of thinking despite their reading level. For students whose thinking is developing and growing, making these questions part of their reading habits is essential to better understand and guide their understanding of a text, whether they are an elementary student or in high school. The article mentioned below brings to the forefront the importance of asking these types of questions.
Full article: http://www.bertiekingore.com/readinginstruction.htm
Metacognition. As children read in school, they need to be guided in their development of metacognitive or self-monitoring strategies so that these important skills become an internalized part of their regular reading behavior (Cecil, 1995).Metacognition is referred to as thinking about thinking. It invites children to bring their thinking to a conscious level and provides a window that increases adults' understanding of students' behaviors. A parent reported that her gifted second-grade daughter did not want to participate in a discussion about a book she had immensely enjoyed, because "I have already discussed it with myself." Since gifted readers are so consciously involved in introspection, teachers [and parents can] continually analyze students' behaviors and talk with them to make sense of what is occurring in learning situations. (Abilock, 1999)
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