Applying metacognitive strategies to learning to read has also been shown to significantly improve outcomes. Kuhn (2000) defines metacognition as "Enhancing (a) metacognitive awareness of what one believes and how one knows, (b) metastrategic control in the application of the strategies that process new information." This can be more simply understood as building comprehension and background knowledge and then teaching students how to apply these skills to their reading. Research has shown that applying these strategies to classroom literacy instruction improves vocabulary and comprehension (Boulware-Gooden et al., 2007). The multiple components that make up R.E.A.L. support student development across a wide range of literacy skills: • Mentor Guides and Student Guides promote close readings of texts by introducing the book and relevant strategies before the read-aloud is started. The guides also provide information about a book’s history and theme for context, additional information on background knowledge required for understanding, comprehension questions (used during and after the reading), and prompts that emphasize text-to-self connections, helping students personally relate to the story or excerpt. These instructional practices align to many components included in the “close reading approach” described by Fisher and Frey (2012), which promotes critical thinking skills and a deep understanding of the text. • The R.E.A.L. Family Guides also support literacy skills by encouraging caregivers and readers to apply strategies and concepts they have learned from the text to personal experiences. For example, this prompt, captured from the Grade 3 Family Guide, asks the child to reflect on a time their actions have negatively impacted others and what they did to resolve those situations. This direct application not only builds deeper vocabulary and comprehension skills but also develops an awareness of metacognition and self-regulation strategies.
Figure 4. An excerpt from a Family Guide demonstrating how the prompts help families and children make text-to-self connections
Family Reading Fun Reading and discussing books with your child will support them in developing strong reading skills. Here are some ideas to keep your child excited about Pug Pals: Two’s a Crowd ! Reflect Together Sunny the pug says something hurtful to her sister and later apologizes. Talk with your child about a time when they regretted something they said. How did they make it up to the other person? Top Five In the book, the author includes an illustrated list of Sunny’s Top 5 Favorite Things. Have each family member create their own top five list. An Animal’s Day As a family, observe your pet or an animal in your neighborhood. What do you think the animal is thinking? Create your own story like Pug Pals: Two’s a Crowd .
SCHOLASTIC R.E.A.L. FOUNDATION PAPER 11
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