Abstract
What reading strategies do undergraduate students value? What strategies do they demonstrate? In this session, I present results from a study involving two sections of a first-year General Education course, Critical Writing and Reading . I claim that, although students have been taught different reading strategies, they will use those they attribute value to, regardless of efficacy. In particular, they rely upon relating the text back to their own experience and what Block and Duffy (2008) identify as image. Although relating and imagining can be powerful strategies for certain types of texts, particularly those often taught in Language Arts classrooms, they are not sufficient for other texts required in post-secondary courses. Greater awareness of reading strategies may enhance both teaching and learning. Instructors may be able to offer struggling students options; students may become more conscious of strategies as choices they can control.
Location
Room 1908
Recommended Citation
Manarin, Karen, "Metacognitive Reading Strategies" (2010). SoTL Commons Conference. 35.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/35
Metacognitive Reading Strategies
Room 1908
What reading strategies do undergraduate students value? What strategies do they demonstrate? In this session, I present results from a study involving two sections of a first-year General Education course, Critical Writing and Reading . I claim that, although students have been taught different reading strategies, they will use those they attribute value to, regardless of efficacy. In particular, they rely upon relating the text back to their own experience and what Block and Duffy (2008) identify as image. Although relating and imagining can be powerful strategies for certain types of texts, particularly those often taught in Language Arts classrooms, they are not sufficient for other texts required in post-secondary courses. Greater awareness of reading strategies may enhance both teaching and learning. Instructors may be able to offer struggling students options; students may become more conscious of strategies as choices they can control.
