Emergent Metacognition:
A Study of Preschoolers’ Literate Behavior
Journal of Research in Childhood
Education
Kristin Bingham and Rocio Chavez
Definition Of Terms

Metacognition- the process of active
control over one’s own metal process
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Self-Appraisal
Self Management

Autonomous-Acting without control

Inner speech-The speech that becomes
embodied in thought
Definition Of Terms Cont’d…
 Lev
Vygotsky
Provides the Theoretical Framework for
this study
 Psychologist who became known for his
ideas on cognitive development
 Believes that language expresses an
inner cognitive process

Purpose
Can evidence of metacognition be
observed in these preschoolers’ utterances
during dictation?
 If so,

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
What is the relationship between children’s
metacognition and their reading ability?
What is the relationship between children’s
metacognition and the quality of the
autonomous texts they produce?
Methodology

Subjects





44 preschoolers (20 girls & 24 boys)
Between 4-5 years old
All native to English
Two sites in the Midwest
Task

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Interviewed by a familiar Adult
Each child was asked to tell a story
Then, were told to tell the same story but, to dictate it
like if it was written
Then, the children were able to make any changes to
the dictation
Methodology Cont’d…
How were the children selected?
 Time period?
 What kind of Study?


Microgenetic Study

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Cognitive Process
Transcribed
But, does not explain change
Descriptive Study
Correlation Study

Self-management & quality of the dictation
Findings
Autonomous texts vs. Metacognitive
utterances
 30 (68%) participants made
metacognitive utterances while creating
the autonomous texts
 Of the remaining 14 children,

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9 were from the picture-governed/oral-like
group
5 were from the picture-governed/no story
group
Conclusion
The results indicate that “the preschoolers
…were already developing emergent
literacy-related Metacognition.”
 Evidence of Self-Management
 Positive Correlation between selfmanagement & quality of the dictation
 Suggest writing is not a linear process, but
a complex task that involves cognitive and
linguistic skills

Reflections
Study would have been more conclusive
with a larger and more diverse group of
participants
 Study shows relationship, but not cause
 Parents and teachers should use findings
as encouragement to participate in
“language rich and adult-mediated
activities” with their children
 Future study: How is the relationship
between metacognition, reading, and
writing hindered by mental disabilities?

Questions