Training Adult ESL Learners in Metacognitive Reading Strategies
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| Title: | Training Adult ESL Learners in Metacognitive Reading Strategies |
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| Language: | English |
| Authors: | Huang, Jiuhan, Nisbet, Deanna |
| Source: | Journal of Adult Education. 2012 41(1):1-7. |
| Availability: | Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 7 |
| Publication Date: | 2012 |
| Intended Audience: | Teachers |
| Document Type: | Guides - Classroom - Teacher Journal Articles |
| Education Level: | Adult Education |
| Descriptors: | English (Second Language), Metacognition, Reading Strategies, Adult Learning, Adult Reading Programs, Adult Education, Reading Instruction, Classroom Techniques, Instructional Effectiveness, Training Methods, Teaching Guides, Program Implementation, Educational Strategies |
| ISSN: | 0090-4244 |
| Abstract: | This article is written as a practical guide to aid teachers in metacognitive reading strategy instruction. The nature of metacognitive strategies is explored, followed by specific procedures for implementing effective metacognitive strategy instruction in the adult ESL classroom. Chamot and O'Malley's (1994) five-phase strategy instruction framework is utilized as a foundation, with the addition of specific instructional recommendations for each phase. |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2013 |
| Accession Number: | EJ991451 |
| Database: | ERIC |
| Abstract: | This article is written as a practical guide to aid teachers in metacognitive reading strategy instruction. The nature of metacognitive strategies is explored, followed by specific procedures for implementing effective metacognitive strategy instruction in the adult ESL classroom. Chamot and O'Malley's (1994) five-phase strategy instruction framework is utilized as a foundation, with the addition of specific instructional recommendations for each phase. |
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| ISSN: | 0090-4244 |
