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Metacognition and the Adolescent Passive Learner

J. Wayne Wiens is a learning assistance teacher at Argyle Secondary School in North Vancouver, B.C., and is working on his M.A. degree. Address: 372 E. Fifth St., North Vancouver, B.C., Canada V7LIL9.

The literature on metacognition, particularly the studies by A.L. Brown and J.H. Flavell, are reviewed, and it is argued that a learning disabled adolescent may become a more active learner by being taught a system of strategies for learning. The methodology is based on the assumption that self-awareness of thinking processes is a developmental ability, which can be encouraged by training in metacognitive skills. Systematic instruction in how to overcome learned helplessness and the creation of motivation are necessary if the LD adolescent is to overcome inactivity, dependency, and presumed incompetence. The creation of motivation involves the recontextualization of school learning as well as the teaching of self-questioning techniques that improve students' ability to predict, plan, and monitor their comprehension and memory. In short, comprehension skills, motivation, and metacognitive skills are interdependent. By improving one, the student can expect to improve the others.

Journal of Learning Disabilities, Vol. 16, No. 3, 144-149 (1983)
DOI: 10.1177/002221948301600302


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