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Bilingual Chinese/English first‐graders developing metacognition about writing
Author(s) -
Ruan Jiening
Publication year - 2004
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.0034-0472.2004.03802007.x
Subject(s) - metacognition , psychology , task (project management) , mathematics education , linguistics , cognition , philosophy , management , neuroscience , economics
This study investigates metacognitive development of 16 bilingual Chinese/English first‐graders. The researcher analysed the metacognitive utterances produced by the children while they were engaged in the writing task of composing dictated stories. The results suggest that the young bilinguals demonstrated metacognitive abilities and were able to employ metacognitive knowledge during their writing attempts. There is also indication that metacognition is closely connected to these children's ability to compose stories and the qualities of their stories.