Strategies and Secrets for Effective Tertiary Study: Reading, Understanding, and Learning in the Academic Setting
This article reports on findings of a replication study in which text structure instruction was provided for student teachers. Earlier research was expanded in 2008, with the first author teaching a first year university course in communication skills. Participants undertook a pre-intervention task at the first class meeting and a post-intervention task in the final session. Course content included study strategy skills (specifically, metacognition, top-level structuring [TLS], and the use of visual organizers to organize and distil information from textbooks and course readers) as a regular part of the teaching-learning curriculum. Students compiled and discussed journal entries about their practice with the newly acquired strategy to record their own developing procedural know-how and what this meant for academic work in which they were engaged. Findings of the current study will be compared to those reported earlier which indicated that learning to identify the organisational structure of text and using that knowledge strategically enhances learners’ metacognition, motivation, and self-confidence.
Keywords: Metacognition, Teacher Education, University Study, Top-Level Structure, Text Structure, Organization of Text, Reading Comprehension, Reading Recall
Dr. Ali Wegner
Lecturer, College of Education
Prof. Brendan Bartlett
Associate Professor, School of Education and Professional Studies, Griffith University