1. Emergent Metacognition: A Study of Preschoolers’ Literate Behavior Journal of Research in Childhood Education Kristin Bingham and Rocio Chavez

2. Definition Of Terms  Metacognition- the process of active control over one’s own metal process Self-Appraisal Self Management  Autonomous-Acting without control  Inner speech-The speech that becomes embodied in thought

3. Definition Of Terms Cont’d…  Lev Vygotsky Provides the Theoretical Framework for this study Psychologist who became known for his ideas on cognitive development Believes that language expresses an inner cognitive process

4. Purpose  Can evidence of metacognition be observed in these preschoolers’ utterances during dictation?  If so, What is the relationship between children’s metacognition and their reading ability? What is the relationship between children’s metacognition and the quality of the autonomous texts they produce?

5. Methodology  Subjects 44 preschoolers (20 girls & 24 boys) Between 4-5 years old All native to English Two sites in the Midwest  Task Interviewed by a familiar Adult Each child was asked to tell a story Then, were told to tell the same story but, to dictate it like if it was written Then, the children were able to make any changes to the dictation

6. Methodology Cont’d…  How were the children selected?  Time period?  What kind of Study? Microgenetic Study  Cognitive Process  Transcribed  But, does not explain change Descriptive Study Correlation Study  Self-management & quality of the dictation

7. Findings  Autonomous texts vs. Metacognitive utterances  30 (68%) participants made metacognitive utterances while creating the autonomous texts  Of the remaining 14 children, 9 were from the picture-governed/oral-like group 5 were from the picture-governed/no story group

8. Conclusion  The results indicate that “the preschoolers …were already developing emergent literacy-related Metacognition.”  Evidence of Self-Management  Positive Correlation between self- management & quality of the dictation  Suggest writing is not a linear process, but a complex task that involves cognitive and linguistic skills

9. Reflections  Study would have been more conclusive with a larger and more diverse group of participants  Study shows relationship, but not cause  Parents and teachers should use findings as encouragement to participate in “language rich and adult-mediated activities” with their children  Future study: How is the relationship between metacognition, reading, and writing hindered by mental disabilities?

10. Questions