Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13641
Title: The Engagement of Metacognition During Critical Literacy Discourse by Young Talented Readers
Contributor(s): Bannister-Tyrrell, Michelle  (author)orcid ; Smith, Susen (supervisor); Merrotsy, Peter (supervisor)
Conferred Date: 2013
Copyright Date: 2012
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/13641
Abstract: While little empirical research has focused on talented readers, so too is little known about the relationship between metacognition and critical literacy. This mixed method qualitative study addresses both of these gaps in the research literature. One premise inspiring this study has been the declining performance of Australia's top-end reading scores in international assessments over the past decade. A recent media release by the Australian Council for Educational Research (ACER) highlighted this disturbing trend from the Program for International Student Assessment (PISA) conducted every three years by the Organisation for Economic Cooperation and Development (OECD) with the finding that 'Australia's overall performance declined by 13 score points from 2000 to 2009. The decline (in reading) is primarily among higher achieving students' (Masters, 2010, online). In 2004 a review of the literature on talented readers by Reis et al. found much of it to be primarily anecdotal in nature with little research showing how to challenge and meet the learning needs of this group. With a better understanding needed of the self-systems that enable advanced reading skills clearly needed, this study used observations to explore the metacognitive processes adopted by young talented readers during critical literacy activities as compared with their typical peers. This study had a dual focus. First, to find out if critical literacy requires the employment of metacognitive strategies for successful analysis, understanding and critiquing of texts; and second, to discover if young talented readers are more adept at employing metacognition than their same-age peers, when interacting with critical literacy discourse.
Publication Type: Thesis Doctoral
Field of Research Codes: 139999 Education not elsewhere classified
Socio-Economic Outcome Codes: 930199 Learner and Learning not elsewhere classified
Rights Statement: Copyright 2012 - Michelle Lea Bannister-Tyrrell
HERDC Category Description: T2 Thesis - Doctorate by Research
Statistics to Oct 2018: Visitors: 761
Views: 815
Downloads: 165
Appears in Collections:Thesis Doctoral

Files in This Item:
9 files
File Description SizeFormat 
open/MARCXML.xmlMARCXML.xml3.27 kBUnknownView/Open
open/SOURCE05.pdfThesis, part 23.67 MBAdobe PDF
Download Adobe
View/Open
open/SOURCE03.pdfAbstract416.49 kBAdobe PDF
Download Adobe
View/Open
open/SOURCE04.pdfThesis, part 14.75 MBAdobe PDF
Download Adobe
View/Open
1 2 Next
Show full item record

Page view(s)

234
checked on Mar 4, 2019

Download(s)

68
checked on Mar 4, 2019
Google Media

Google ScholarTM

Check


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.