Metacognitive Strategies In Guided Reading

Instruction in guided reading would begin with open word sorts or an open ended activity. This instruction was tested in a study conducted by Mary Jo Fresch and Aileen Wheaton (1992), the research demonstrated that allowing students to explore and discover the similarities or differences on their own by either categorizing the words or providing a generalization about what they discovered increased students’ knowledge of how letters and sounds work together. In Fresch and Wheaton’s study, “the children were empowered through their experimentation and growing understanding of the English language.” (Fresch, & Wheaton,1992). The results showed that over a year’s time the students were paying more attention to patterns and sounds in words to increase their knowledge of words. Research supports teaching children orthographic patterns and analogy decoding, as well as morpheme patterns,” (Cunningham and Cunningham, 2002) can improve a students’ reading, writing …show more content…
Research performed in the past few decades has demonstrated that we can improve reading skills by teaching students “metacognitive strategies.” By metacognition, we refer to enhancing one’s awareness of “what one believes and how one knows.” (Kuhn, 2000) Research “suggests teaching multiple metacognitive strategies, such as making predictions, visualizing, and summarizing” will improve student’s comprehension.
Next, I would introduce the text utilizing pre-reading strategies. You could have students inspect the book and discuss what they noticed, allowing them to generate questions that they want to discover from reading the book. This provides them with a purpose for reading the story. Make predictions or inferences of what they think the story will be about. Take a quick picture walk if appropriate and discuss any vocabulary that students might struggle with as they begin