Metacognition: A Key for Independent Learning from Text.

Abstract

There are likely to be two types of students in any classroom. Some reread purposefully when meaning is unclear, raise questions in order to clarify an assignment, and flexibly use reading as a tool for learning and for pleasure. Others never reread, have little or no awareness of an occasional lack of understanding, do not realize the need for exact under standing when reading directions, and have not learned to use reading as a versatile tool either for learning or for pleasure. The disparity of performance that results from such a contrast in