1. A MODELING
OF READING STRATEGIES INTO
THE READING PROCESS FROM A
METACOGNITIVE PERSPECTIVE
ARGEMIRO AMAYA BUELVAS
Especialista en ELT
C. Magister in Education

2. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
DEFINING CONCEPTS
1. What reading is.
2. Why we read.
3. Skills Vs Strategy
4. Metacognition
– Metacognitive Process
_ The Importance and dimensions of Metacognitive
ability
5. Reference Guide to Reading Strategies

3. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reading is...
“the action or skill of reading” (Concise Oxford English
Dictionary, 2008, p.1196).
“the skill or activity of getting information from books”
(Cambridge International Dictionary of English, 1995, pp.
1178-1179).
“reading” is the construction of meaning from print
(Torgensen, Wagner &Rashotte, 1999).

4. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reading is...
“the ability to comprehend the thought and feelings of others
through the medium of written text” (The Encyclopedia of
Language and Linguistics, 1994).
Gibson and Levin (1975) assume that “reading is extracting
information from text”.
“Understanding a written text means extracting the required
information from it as efficiently as possible” Grellet (1981)

5. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
we read for...
“There are two main reasons for reading:
-Reading for pleasure.
-Reading for information (in order to find out something or in
order to do something with the information you get)” Grellet (1981)

6. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
WHY DO YOU THINK, TEACHERS MAY EXPLICITLY
TEACH READING
STRATEGIES FROM A METACOGNITIVE PERSPECTIVE?
It has been found that effective readers are more aware of strategy
use than less effective readers (Mokhtari & Reichard, 2002;
Olson, Duffy, & Mack, 1984).
“Many students enter higher education underprepared for the reading
demands that are placed upon them. When pressed to read, they often
select ineffective and inefficient strategies with little strategic intent (cf.
Saumell et al., 1999;Wade et al., 1990;Wood et al., 1998). Often this is due
to their low level of reading strategy knowledge and lack of
metacognitive control (Dreyer, 1998;Strydom, 1997;Van Wyk, 2001).
Another reason might be their inexperience coming from the limited task
demands of high school”.
HOW CAN SELECTED READING STRATEGIES INEFFECTIVELY
AND INEFFICIENTLY BE USED?

7. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Anderson (1991, p.19) cited in Carrel (1998) not simply a matter of knowing what
concluded from his data that successful
second language reading comprehension is…
strategy touse, but the reader must also
know how to use it successfully and know
how to orchestrate its use with other
strategies. It is not sufficient to know about
strategies, but a reader must also be able
to apply them strategically" (1991, p.19).
Similarly, Kern concluded from his data
that “there are good and bad uses of the
same strategy” and that the difference
between a "good use and a "bad use”…
“may lie in whether the strategies are used
metacognitively or not. Consequently, I will
argue that the difference between
successful and unsuccessful reading
strategy training can be due to the
inclusion (or lack of inclusion) of
metacognition in the strategy training”.

8. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reducing the confusion while offering an analysis that highlights the
commonalities and distinctiveness of each term.
Skills are...
“Reading skills are automatic actions that result in decoding
and comprehension with speed, efficiency, and fluency and
usually occur without awareness of the components or control
involved”.
“Reading skills operate without the reader’s deliberate control
or conscious awareness”.

9. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reduce the confusion while offering an analysis that highlights the
commonalities and distinctiveness of each term.
Strategies are...
“Reading strategies are deliberate, goal-directed attempts to
control and modify the reader’s efforts to decode
text, understand words, and construct meanings of text”.
“Strategies are conscious, controllable processes used to
self-regulate reading for the purpose of attaining a specific
cognitive goal (e.g., see Alexander et al., 1998; Pressley, 2000;
Trabasso & Bouchard, 2002).

10. SKILLS VS STRATEGIES
Skill Strategy
- Observable behaviours (answers to
questions, answers on tests, skills list,
and taxonomies).
- A conscious plan under the control
of the reader. - Product- oriented.
- Generally thought to be unobservable.
- Process-oriented.
- Instructions focus on ways to help
students understand what they read.

11. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
According to O'Malley, et al., "students without metacognitive
approaches are essentially learners without direction or
opportunity to review their progress, accomplishments, and
future directions" (1985, p. 561).

12. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
Metacognition is "cognition about cognition," or "thinking
about thinking.”
“an awareness of what skills, strategies, and resources are
needed to perform a task effectively; and the ability to
use self-regulatory mechanisms to ensure successful
completion of a task” (p. 345) .
Metacognitive instruction about how and why to use
strategies can be quite effective (NICHD, 2000).

13. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Metacognition
Two dimensions:
(1) knowledge of cognition
(2) regulation of cognition (Flavell, 1978).
The first aspect of metacognition, "knowledge about
cognition," includes three components
"declarative," "procedural," and "conditional"
(Paris, Lipson, and Wixson, 1983).
.

14. METACOGNITIVE SKILLS

15. A MODELING OF READING STRATEGIES INTO THE
READING PROCESS FROM A METACOGNITIVE
PERSPECTIVE
Reference Guide to Reading Strategies
• Skimming
• Scanning
•Topics vs Main Idea
•Finding Details
• Finding The Main Idea
• Inferencing
•Supporting Main ideas
•Patterns of Organization
•Understanding Facts and Opinions
•Drawing Conclusions.

16. THANK YOU. I DO APPRECIATE YOUR INTEREST.

17. METACOGNITIVE AWARENESS READING STRATEGIES INVENTORY
TAB TWO TAB THREE TAB FOUR TAB FIVE
However, the absence of these strategies does not mean
Nevertheless, it is pertinent to note that the differences in
the absence of the cognitive processes. The undergraduate
strategy use reported by the undergraduate and the
may have executed similar processes as the postgraduate
postgraduate may reflect the differences in their abilities to
after reading. The difference is that he was unaware of
verbalise their thoughts rather than any actual differences in
doing so. According to Carrell (1998), this inability to
their abilities in or awareness of strategy use. Since it is
execute cognitive processes metacognitively can hinder the
beyond the scope of the study to control for such
success of strategy use. These differences in strategy use
differences, cognitive processes were considered as
therefore may account for the differences in their levels of
strategies only if they were verbalised.
understanding.
Strategy Use in Reading Preferred Texts as
Case Study by Kho Chung Wei, B. Ed. (TESL)
JURNAL IPBA Jilid 3: Bil.3

18. Concept 1.3 The process involved in fluent reading
comprehension
Fluent reading is:
1. a rapid process
2. an efficient process
3. an interactive process
4. a strategic process
5. a flexible process
6. an evaluating process
7. a purposeful process
8. a comprehending process
9. a learning process
William Grabe and Fredricka L. Stoller.Teaching and
10. a linguistic process Researching Reading. 2002. Longman.

19. In order to illustrate these commonalities and distinctiveness, the inquiry
done by Afflerbach, et al., (2008) to some of their colleagues
(teachers, graduate and undergraduate education students, and
professors of education) will be of great interest.
“Skills make up strategies.” “Strategies lead
to skills.”
“Skill is the destination, strategy is the
journey.” “We learn strategies to do a
skill.”
“Skills are automatic, strategies are
effortful and mediated.”
“We use strategies as tools.”
“Strategies that work require a skill set.”
“We have to pay attention in learning skills,
but eventually we use them automatically.”
“You don’t think about skills, and you do
think about strategies.” Clarifying Peter Afflerbach, P. David Pearson, Scottand Paris. The
Strategies.
Differences Between Reading Skills
G.
Reading
Reading Teacher, 61(5), pp. 364–373 © 2008 International Reading
Association. DOI:10.1598/RT.61.5.1 ISSN: 0034-0561 print / 1936-
2714 online