Abstract
The Reading Metacognitive Strategy Picture Protocol (RMSPP) is an informal, authentic, naturalistic diagnostic tool for classroom teachers and clinicians to use with children as young as kindergarten to assess students’ knowledge and awareness of metacognitive strategies. This article describes the RMSPP and how it was implemented in one informal project with 139 kindergarten – third graders, illustrating the usefulness of this picture protocol response technique with young children.
Highlights
This article describes an informal, authentic, naturalistic diagnostic tool for classroom teachers to use with children as young as kindergarten to assess students’ knowledge and awareness of metacognitive strategies
The previous decades had primarily focused on practical instructional methods for teaching reading, but the decade of the 1980’s ushered in an explosion of research investigating comprehension, with contributing studies from cognitive and developmental psychology on perception, memory, and thinking processes for making sense of text (Carr, 1981; Flavell & Wellman, 1977; Pearson & Gallagher, 1983)
The teachers who volunteered their students were seeking information about their young children’s developing awareness of comprehension monitoring and metacognitive strategy awareness in settings where the curriculum focused on phonics, word analysis, and decoding
Summary
From these seminal interdisciplinary research studies emerged the conclusions that strategic readers know and use “fix-up” strategies as they read; poor readers often do not. The teachers who volunteered their students were seeking information about their young children’s developing awareness of comprehension monitoring and metacognitive strategy awareness in settings where the curriculum focused on phonics, word analysis, and decoding For this project, the teachers indicated that the data would be used to advocate for a stronger focus on comprehension within the early childhood reading curriculum. After examination and close analysis of the children’s responses to the questions about metacomprehension strategies of good readers, it was apparent that some, but not all, children in each grade level had developing awareness of research-based metacognitive strategies. “On-Target” Relevant Responses Research-Based Strategies Named Grades K-3 Summary
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