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An early reader two decades later: a follow‐up case study on the Metacognitive reading strategies of ‘Jan’
Author(s) -
Brenna Beverley A.
Publication year - 2011
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.1741-4369.2011.00583.x
Subject(s) - reading (process) , metacognition , psychology , qualitative research , literacy , learning to read , task (project management) , developmental psychology , inclusion (mineral) , pedagogy , mathematics education , cognition , social psychology , linguistics , social science , philosophy , management , neuroscience , sociology , economics
This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading , 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice.