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Engaging in Retrospective Reflection
Author(s) -
Brevig Laurey
Publication year - 2006
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.59.6.2
Subject(s) - reflection (computer programming) , psychology , metacognition , club , exploratory research , session (web analytics) , meaning (existential) , perception , literal and figurative language , pedagogy , mathematics education , sociology , linguistics , computer science , world wide web , social science , cognition , medicine , neuroscience , psychotherapist , anatomy , programming language , philosophy
Reflection is a powerful means to involve readers actively in gaining new insights about texts and themselves as readers. This article relates the story of three fifth‐grade girls engaged in metacognitive inquiry within a classroom book club group. The use of exploratory talk and reflection illustrate how the girls constructed meaning and deepened their individual and collaborative understanding of a shared text. Revisiting portions of the group's audiotaped book club conversations during a retrospective reflection session allowed the girls to become consciously aware of the strategies they used to navigate a particular text, the ways in which the knowledge they brought to discussions was enriched or altered through exploratory talk, and the means available to self‐monitor their growth as active learners. Upon completion of the text, stories continued to unfold as the girls became more self‐aware and took a fresh look at their discourses, gaining insight into their evolving perceptions.