Assessing the Metacognitive Dimensions of Retrospective Miscue Analysis through Discourse Analysis.
Year: 2004
Type: article
Abstract: This study investigates the manner in which retrospective miscue analysis involves metacognition by analyzing the discourse of weekly retrospective miscue analysis (RMA) sessions conducted with a fourth grade reader over five months. A preliminary structural discourse analysis of the sessions reveals several procedural and format features of the sessions. Each session more or less involves the same broad procedures: a) establishing the purpose and setting the agenda; b) discussing the individual miscues; and c) reflecting on reading or what was learned in the session. Discourse analysis of participants, discussions, and reflections reveals discourse moves that involve metacognitive experiences producing metacognitive knowledge in three domains: procedural knowledge, conditional knowledge, and declarative knowledge. Specific discourse moves that accomplish the metacognitive knowledge are examined.
Author: Wendy Lou Black
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1942678666