[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597307-105":59,"doc-detail-597307-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","what-were-you-thinking-the-use-of-metacognitive-strategy-during-engagement-with-reading-narrative-and-informational-genres","“WHAT WERE YOU THINKING?” - THE USE OF METACOGNITIVE STRATEGY DURING ENGAGEMENT WITH READING NARRATIVE AND INFORMATIONAL GENRES","","A qualitative case study examines and contrasts metacognitive strategies used by a grade-3 female student during oral reading of narrative and informational texts. Data from interviews, observations, and video-recorded reading sessions were analyzed using thematic analysis. Results indicate substantially different metacognitive strategy use across genres, leading to comprehension difficulties with informational texts. The study recommends teaching specific metacognitive strategies and leveraging explicit text patterns to help students meet informational-text demands.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-were-you-thinking-the-use-of-metacognitive-strategy-during-engagement-with-reading-narrative-and-informational-genres/597307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-were-you-thinking-the-use-of-metacognitive-strategy-during-engagement-with-reading-narrative-and-informational-genres/597307.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What metacognitive focus does the study examine during reading?","Question",{"text":113,"@type":114},"The study examines how a grade-3 student uses metacognitive strategies while reading narrative and informational texts during oral reading sessions.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were data collected and analyzed?",{"text":118,"@type":114},"Data were collected through interviews, observations, and video recordings of the participant’s oral reading sessions, then examined using thematic analysis.",{"name":120,"@type":111,"acceptedAnswer":121},"What did the findings show about strategy use across genres?",{"text":122,"@type":114},"The student used markedly different metacognitive strategies for each genre, and this difference was associated with comprehension difficulties when reading informational text.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},597307,1792172299,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","“WHAT WERE YOU THINKING?”: THE USE OF METACOGNITIVE STRATEGY DURING ENGAGEMENT WITH READING NARRATIVE AND INFORMATIONAL GENRES  \nMarianne McTavish University of British Columbia  \nThis qualitative case study illustrates and compares the metacognitive strategies that a grade‐3 female student used while reading narrative and informational texts. Data were collected from interviews, observations, and videotaping of the participantʹs narrative and informational text oral reading sessions and examined using thematic analysis. Findings showed that she used markedly different metacognitive strategies for each genre, resulting in comprehension difficulties while reading the inform‐ ational text. This article suggests that for students to meet the challenges of inform‐ ational texts, they must be taught specific metacognitive strategies while working with explicit text patterns.  \nKey words: metacognition, comprehension, text, stimulated recall, self‐regulation  \nCette étude de cas qualitative illustre et compare les stratégies métacognitivesutilisées par une élève de 3e année en lisant des textes narratifs et informatifs. Les données, provenant d’entrevues, d’observations et de vidéos des séances de lecture à haute voix de ces textes par la participante, ont fait l’objet d’une analyse thématique. Les résultats indiquent que l’écolière avait recours à des stratégies métacognitives nettement différentes pour chaque genre de textes, ce qui entraînait des difficultés de compréhension pour les textes informatifs. Il semble donc que, pour que les élèves soient en mesure de saisir les textes informatifs, il faut leur enseigner des stratégiesmétacognitives particulières tout en tenant compte de la structure explicite du texte.  \nMots clés : enseignement de la lecture, métacognition, compréhension, texte, rappelstimulé, autocontrôle.  \n___________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 2 (2008): 405‐430  \nIn this article I report my findings from my instrumental case study (Stake, 1995) which illuminates the metacognitive strategy use of a grade‐3, female student while she read narrative and informational texts. I focused on one student to develop my understanding of her use of metacognitive strategy by holding up for analysis her conversation during spontaneous and researcher prompted metacognition. To accom‐ plish this purpose, I made video tapings of sessions while the student read narrative and informational texts orally, and sessions in which I used stimulated recall (SR) to access her metacognition. The following question framed the study: What is the nature of the student’s use of metacognitive strategy during oral readings of narrative and informational texts? In answering this question, I sought to enhance awareness of some of the processes of learning, and of reading in particular.  \nBACKGROUND TO THE STUDY  \nSimply put, metacognition is the process of thinking about one’s own thinking. As individuals engage in any mental activity, in any know‐ ledge domain, metacognition is a tool of wide application for solving many sorts of problems (Flavell, Miller, & Miller, 2002) . Its central role in problem solving and learning has important applications in the field of education, with some of the richest applications in the area of reading.  \nWhen applied to the field of reading, the concept of metacognition contributes to a constructivist understanding of how reading compre‐ hension occurs, as well as to a body of knowledge regarding instruct‐ tional strategies that facilitate reading comprehension (Tracey & Mor‐ row, 2006) . In constructivist theory, a person learning something new brings to that experience all his or her previous knowledge and current mental patterns. Constructivist learning is intensely subjective and per‐ sonal, a process and structure that each person constantly and actively modifies in the light of new experiences. As Wilson and Daviss (1994) point out, each individual structures his or her own knowledge ","cbCaiafRv5cQpqZS","https://ap.wps.com/l/cbCaiafRv5cQpqZS","pdf",309272,26,"English","# Metacognitive strategy use during oral reading\n## Research question and case study design\n## Background: definition of metacognition in reading\n## Constructivist perspectives on comprehension\n## Prior research on teaching reading comprehension","[{\"question\":\"What metacognitive focus does the study examine during reading?\",\"answer\":\"The study examines how a grade-3 student uses metacognitive strategies while reading narrative and informational texts during oral reading sessions.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Data were collected through interviews, observations, and video recordings of the participant’s oral reading sessions, then examined using thematic analysis.\"},{\"question\":\"What did the findings show about strategy use across genres?\",\"answer\":\"The student used markedly different metacognitive strategies for each genre, and this difference was associated with comprehension difficulties when reading informational text.\"}]","“WHAT WERE YOU THINKING?” - THE USE OF METACOGNITIVE STRATEGY DURING ENGAGEMENT WITH READING NARRATIVE AND INFORMATIONAL GENRES | PDF",1792084782,66]