Hacker, John Dunlosky, Arthur C
One way for teachers to engage preschoolers’ thinking skills is through reading quality children’s books that promote aspects of cognition such as reasoning and problem solving, symbolic play, metacognitive knowledge, memory and social cognition. Outlined below are teaching methods, book recommendations and activities that can be used to encourage cognitive development in each of these areas.
Dyslexia, Metacognition and Learning Styles - LBCTNZ
Other members of the ACM collegium group experimented with various forms of knowledge surveys, exam wrappers, and reflective writing. The common theme was that metacognitive awareness didn’t lead directly to greater mastery of course content, but helped improve the focus of instruction and especially seemed to benefit students who tended to perform poorly. For example, Tim Tibbetts (Monmouth College, Illinois) found in his introductory biology classes that “reading reflections give me a tool to hear where students are struggling and respond, knowledge surveys help students see what topics are important and what types of questions they should anticipate on exams.” He also found clear improvements in learning outcomes for the students who did exam wrappers.
Think if there are any similar stories I’ve read.
Compare characters from different stories to the characters in this story or movie.
Discuss how the story is like my life.
Think about the story from a different point of view.
Identify the author’s message and explain my opinions.
Discuss the writing techniques used by the author (imagery, humour, word selection).
Go back to the parts that I enjoyed and tell why I liked them.
An introduction to the work of Stephen Krashen
It is suggested here that consideration of learning styles and metacognitive approaches can be useful for dyslexic children, indeed all children. Dyslexic children however in view of the difficulties which they can experience in input, cognition and output may find that learning styles approaches provides them with an opportunity to focus and utilise their differences in learning to access print and the full curriculum.
Metalinguistics and the School-Age Child.
The role of metacognition in learning is of great importance as this relates to the learner's awareness of thinking and learning. Tunmer and Chapman (1996) have shown how dyslexic children have poor metacognitive awareness and this leads them to adopt inappropriate learning behaviours in reading and spelling.
Metalinguistics and the School-Age Child
It is suggested that dyslexic children may have difficulty with the metacognitive aspects of learning (Tunmer and Chapman 1996) which implies that they need to be shown how to learn, for example through identifying connections and relationships between different learning tasks. This essentially means the emphasis should not necessarily be on the content nor the product of learning but the process, that is, how learning takes place. Related to this is the view that the learning process should also be consistent and conducive to the dyslexic child's learning preferences, therefore learning styles need to be considered alongside the need to develop metacognitive awareness. These two aspects can be reciprocal and together they focus not on the symptoms of the dyslexic difficulty, as so many traditional programs do, but on the fundamental principles of learning and the learning process (Given and Reid 1999). This view is further highlighted if one considers the cognitive and processing aspects of dyslexia which implies that dyslexia is more than a reading difficulty but rather one which relates to information processing. The cognitive and metacognitive aspects involved in the learning process are important and help to understand the strategies needed to address the difficulty experienced by dyslexic children.
MyRead Guide – Cooperative Reading As Simple As ABC
This paper focuses on the literacy and learning needs of dyslexic children. In addressing the needs of dyslexic children it is important to consider aspects relating to learning, such as metacognition and learning styles, as well as strategies and programs to boost reading and spelling. This paper will therefore look at some background factors relating to dyslexia; the role of metacognition in helping to access print and gain an understanding of text and the importance of learning styles in recognising children's learning preferences and utilising these in literacy programs.