Shared thinking: metacognitive modelling in the literacy hour

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Shared thinking: metacognitive modelling in the literacy hour

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dc.contributor.author Fisher, Ros en_GB
dc.contributor.department University of Exeter. At the time of publication the author was at Rolle School of Education, Exmouth, Devon. en_GB
dc.date.accessioned 2009-01-08T15:55:44Z en_GB
dc.date.accessioned 2011-01-25T11:51:52Z en_US
dc.date.accessioned 2013-03-20T16:42:21Z
dc.date.issued 2002-07 en_GB
dc.description.abstract This paper considers evidence from an ESRC funded study of twenty teachers, teaching the literacy hour. In 170 hours of observation only one instance of a teacher modelling her thinking about reading or writing was recorded: and this was unplanned. It is suggested here that, although there should be opportunities for metacognitive modelling within the literacy hour, teachers find it difficult to use these opportunities. Some ideas about the importance of metacognition are reviewed and an example of metacognitive modelling in shared writing is analysed. It is argued that concern for improved performance may cause more attention to be focused on what is to be achieved rather than how. en_GB
dc.identifier.citation 36(2), pp.63-67 en_GB
dc.identifier.doi 10.1111/1467-9345.00188 en_GB
dc.identifier.uri http://hdl.handle.net/10036/47182 en_GB
dc.language.iso en en_GB
dc.publisher Blackwell Publishing en_GB
dc.relation.url http://www3.interscience.wiley.com/journal/120096480/issue en_GB
dc.subject literacy hour en_GB
dc.subject metacognitive modelling en_GB
dc.subject reading en_GB
dc.subject writing en_GB
dc.title Shared thinking: metacognitive modelling in the literacy hour en_GB
dc.type Article en_GB
dc.date.available 2009-01-08T15:55:44Z en_GB
dc.date.available 2011-01-25T11:51:52Z en_US
dc.date.available 2013-03-20T16:42:21Z
dc.identifier.issn 1741-4350 en_GB
dc.description This is the pre-peer reviewed version of the following article 'Shared thinking: metacognitive modelling in the literacy hour' Reading 36(2) pp.63-67, which has been published in final form at http://www3.interscience.wiley.com/journal/120096480/issue. en_GB
dc.identifier.eissn 1741-4369 en_GB
dc.identifier.journal Reading en_GB


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