Using metacognition and analysis of response: Documenting the reading intervention encounters shared between a reading specialist and urban second graders.

摘要

The purpose of this study was to determine how reflection impacted the instructional decisions I made on a daily basis. This 16-week qualitative study was phenomenological in nature. The data was collected from 6 second-grade informants in an urban elementary school.;Themes emanated from data analysis, and evidence supporting the themes was categorized accordingly. Each of the themes was supported by video transcriptions, reflective journal entries, and anecdotal notes taken during reading sessions. The three major themes included long range instructional decisions based on reflections (reflections-on-actions), short range instructional decisions based on reflections (reflections-on-action), and reflection-in-action instructional decisions.;Reflection is a metacognitive process grounded in a belief system of how students learn. Reflection requires action in order for it to impact student learning. By being reflective practitioners teachers are constantly posing questions, and making adjustments in instruction and in their own professional development.