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Comprehension monitoring, metacognition and other mysterious processes
Author(s) -
WRAY DAVID
Publication year - 1994
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.1994.tb00169.x
Subject(s) - comprehension , metacognition , interrogation , reciprocal , apprenticeship , remedial education , reciprocal teaching , psychology , action (physics) , reading comprehension , computer science , mathematics education , linguistics , cognition , political science , philosophy , physics , reading (process) , quantum mechanics , neuroscience , programming language , law
David Wray introduces us to the concept of ‘comprehension monitoring’. Basically, this means keeping track of one's own comprehension processes and taking suitable remedial action should they break down. A number of strategies are suggested for facilitating this, including teacher modelling, self‐questioning and interrogation, ‘proleptic’ teaching (the apprenticeship approach) and reciprocal teaching. We are still in the early stages of our understanding of these processes and there is much to learn about responding with appropriate techniques.