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Achieving success: The role of metacognition in secondary literacy learning

Trevor McDonald, Christina Thornley, Francisco Ciriza, Katalin Behumi and Rosemary Staley

It has been suggested that focusing on the metacognitive skills secondary students need to make informed decisions about literacy challenges they encounter is a central element in raising literacy achievement. However, it is also recognised that struggling students are often not metacognitively skilful and are reluctant to use skills once taught them. This article uses findings from years 3 and 4 of a 5-year project in the south-west of the United States to discuss the approaches used to support students in raising their literacy achievements through a focus on metacognition.

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