Teaching several metacognitive strategies together increases students' independent metacognition

Carrice Cummins; Margaret T. Stewart; Cathy Collins Block

doi:10.4324/9781410613301

Teaching several metacognitive strategies together increases students' independent metacognition

Carrice Cummins
, Margaret T. Stewart
, Cathy Collins Block

Curriculum, Instruction, and Leadership

Louisiana State University
Texas Christian University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Original language	English
Title of host publication	Metacognition in Literacy Learning
Subtitle of host publication	Theory, Assessment, Instruction, and Professional Development
Publisher	Lawrence Erlbaum Associates
Pages	277-295
Number of pages	19
ISBN (Print)	1410613305, 9781410613301
DOIs	https://doi.org/10.4324/9781410613301
State	Published - Jun 16 2005

ASJC Scopus Subject Areas

General Social Sciences

Access to Document

10.4324/9781410613301

Cite this

Teaching several metacognitive strategies together increases students' independent metacognition. / Cummins, Carrice; Stewart, Margaret T.; Block, Cathy Collins.
Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development. Lawrence Erlbaum Associates, 2005. p. 277-295.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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author = "Carrice Cummins and Stewart, \{Margaret T.\} and Block, \{Cathy Collins\}",

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BT - Metacognition in Literacy Learning

PB - Lawrence Erlbaum Associates

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Teaching several metacognitive strategies together increases students' independent metacognition

ASJC Scopus Subject Areas

Access to Document

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