METACOGNITION IN BASIC SKILLS INSTRUCTION

Metacognition is increasingly recognized as important to learning. Thi s 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, und erstanding meanings, drawing inferences, looking for relationships, an d 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 so lution. The article then describes the author's experiences integratin g metacognition with reading and mathematics instruction and highlight s students' reactions to learning to think metacognitively.