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

摘要

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.