Instructional Science

, Volume 26, Issue 1, pp 81–96

Metacognition in basic skills instruction

  • Annette F. Gourgey

DOI: 10.1023/A:1003092414893

Cite this article as:
Gourgey, A.F. Instructional Science (1998) 26: 81. doi:10.1023/A:1003092414893


Metacognition is increasingly recognized as important to learning. This article describes self-regulatory processes that promote achievement in the basic skills of reading and mathematical problem solving. Self-regulatory behaviors in reading include clarifying one's purpose, understanding meanings, drawing inferences, looking for relationships, and reformulating text in one's own terms. Self-regulatory behaviors in mathematics include clarifying problem goals, understanding concepts, applying knowledge to reach goals, and monitoring progress toward a solution. The article then describes the author's experiences integrating metacognition with reading and mathematics instruction and highlights students' reactions to learning to think metacognitively.

Copyright information

© Kluwer Academic Publishers 1998

Authors and Affiliations

  • Annette F. Gourgey
    • 1
  1. 1.Upsala CollegeEast OrangeU.S.A

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