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Metacognitive TheoryA Framework for Teaching Literacy, Writing, and Math Skills
John G. Borkowski
John G. Borkowski is the Andrew J. McKenna Professor of Psychology at the University of Notre Dame, where he has taught for the past 25 years. He received his MA from Ohio University and PhD from the University of Iowa, and taught at Oberlin College for 2 years. Professor Borkowski's research has focused on the development of metacognitive theory and its application to classroom settings. A special interest has been exceptionality, especially learning disabilities, mild mental retardation, and giftedness. Address: John G. Borkowski, Department of Psychology, University of Notre Dame, Notre Dame, IN 46556.
This set of articles-on the three Rs-has provided us with innovative, wide-ranging perspectives on how teachers can enhance academic performance. I could devote considerable space to emphasizing the many positive aspects in each of the three major articles. However, the commentators have done a fine job in pinpointing strengths and identifying limitations associated with each position paper. Hence, my goal is to draw the three articles into a more coherent and unified perspective, based in large part on recent advances in metacognitive theory. I will develop three themes:
(1) self-regulation as the centerpiece of strategy-based instruction;
(2) the reciprocal relationship between self-regulated learning and beliefs about the "self" as a learner; and
(3) "working models" and their role in classroom teaching. Hopefully, having stated my case as succinctly as possible, connections will emerge between my preferred metacognitive framework and the major themes in the accompanying articles.
Journal of Learning Disabilities, Vol. 25, No. 4,
253-257 (1992)
DOI: 10.1177/002221949202500406
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