Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/13776
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dc.contributor.authorLim, Soo Heng.en_US
dc.date.accessioned2008-10-20T11:11:24Z-
dc.date.available2008-10-20T11:11:24Z-
dc.date.copyright2000en_US
dc.date.issued2000-
dc.identifier.urihttp://hdl.handle.net/10356/13776-
dc.description.abstract"Metacognition in Reading Comprehension" is an area that was conceptualised as the focus of this study after consideration of the need for such research. This is an area lacking in Singapore classrooms. Coined by the psychologist, John Flavell (1976 p.232), the term "metacognition is defined as "knowledge concerning one's own cognitive process and products ... [and] ... refers to the active monitoring and consequent regulation and orchestration of these processes". Garner (1987) labels "metacognition" as a body of research and theory that examines thinking about thinking.en_US
dc.rightsNanyang Technological Universityen_US
dc.subjectDRNTU::Social sciences::Education-
dc.titleInvestigation into the role of metacognition in reading comprehension at secondary levelen_US
dc.typeThesisen_US
dc.contributor.supervisorSaravanan, Vanithaen_US
dc.contributor.schoolNational Institute of Educationen_US
dc.description.degreeMaster of Arts (Applied Linguistics)en_US
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