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Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students?

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Abstract

This article describes the metacognitive processes in which good readers engage before, during, and after reading and the strategies instruction that fosters these processes. Benchmark School, a school in Media, PA for struggling readers, is provided as an example of how a grades 1–8, across-the-curriculum strategies program was developed based on the research of the late 1980s and early 1990s and continues to evolve in the 21st century as an evidence-based program. Examples of present-day, across-the-curriculum strategies instruction are provided.

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Authors and Affiliations

  1. College of Education, Michigan State University, 118A Erickson Hall, MSU, East Lansing, MI, 48824, USA

    Michael Pressley

  2. The Benchmark School, 2107 N. Providence Rd., Media, PA, USA

    Irene W. Gaskins

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  1. Michael Pressley
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  2. Irene W. Gaskins
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Correspondence to Michael Pressley.

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Pressley, M., Gaskins, I.W. Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students?. Metacognition Learning 1, 99–113 (2006). https://doi.org/10.1007/s11409-006-7263-7

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  • DOI: https://doi.org/10.1007/s11409-006-7263-7

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