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1 Review of Narrative Reading instructions by Focusing Metacognition Hideyuki HAMADA Recent studies on learrning activities in which students interact and exchange interpretations during narrative reading were reviewed from the perspective of metacognition. Such activities frequently take place during Japanese lessons in secondary schools. However, the pedagogical implications of this practice have not been clearly demonstrated. Past studies have indicated that: (1) Strategies that work during reading as a metacognition become activated in collaborative learning; (2) classroom discussions function as a basis for developing knowledge and skills of the students. Current studies suggest models of how reading narrative stories and interacting with each other deepens the students' understanding. Although, previous studies on narrative reading instructions focused on the structure of the stories, the effect of variables such as the resources available to support students' interpretations remains to be investigated. It is necessary to explore the thinking processes of students through inquiries that take the relationships between the delineations of the texts and their interpretations into consideration. e.g. Flavell

2 Palincsar & Brown p. Langer self-questions Paris,Wasik, & Turner Paris,Wasik, & Turner Beach & Appleman cf. Beach & Appleman Beach Rosenblatt

3 Palincsar & Brown reciprocal teaching Vygotsky Bakhtin Wertsch, Wertsch, Bransford, Brown and Cocking, ; Catzden,

4 John D. Bransford, Ann L. Brown, and Rodney R. Cocking, National Reading Panel, Cobb cf. cf. Schraw & Impara, Kintsch CI Construction- Integration Scardamalia & Bereiter a b

5 e.g. Ramelhart, D.E. story grammar Graesser Langer

6 Vopond, D & Hund.R point-drive reading story-driven reading points narration Setting Frame

7 p. Tolumin warrant PISA

8 Vol. pp. - Vol. pp. - Vol. pp. - Flavell, J. H. Metacognition and cognitive monitoring:a new area of cognitive-developmental inquiry. American psychologist Vol. pp. - Vol. No. pp. - Palincsar, A. S., and A. L. Brown Reciprocal teaching of comprehension monitoring activities.cognition and Instruction : - Vol. No. pp. - Langer, Judith A Reading Process. Berger, A. & Robinson, H, A. (Eds.) Secondary School Reading, NCRE and ERIC/RCS pp. - Paris, S. C., Wasik, B. A., & Turner, J. C. The Development of Strategic Readers, in Barr et. al (Eds.) Handbook of Reading Research (Vol.2), Longman pp. - pp. - Beach, Rechard. & Appleman, Deborah Reading strategies for Expository and Literary Text Types, in Purves, A. C. & Niles, P. (eds.) Becoming Readers in a Complex Society, The National Society for the Study of Education pp. - Vol. pp. - p. pp. - Palincsar, A. S., and A. L. Brown Reciprocal teaching of comprehension monitoring activities. Cognition and Instruction : - pp. - Vol. No. pp. - Vol. No. pp. - Vygotsky, L. S Bakhtin, M Wertsch, J. V Voices of the mind: A sociocultural approach to mdiated action. Cambridge, MA: Harvard University Press Wertsch, J. V Mind as action. New York: Oxford University Press. James V. Wertsch p. Catzden, C. B. Classroom discourse: The language of teaching and learning. Second edition. Portsmouth, NH. : Heineman, pp. - Vol No pp. - Cobb, p., & McClain, K. (). The role of imagery and discourse in supporting student's mathematical development. In Lampert, M., & Blunk, M. L. (Eds.), Talk in mathematics in school: studies of teaching and learning (pp. - ). New York: Cambridge University Press Vol. pp. - Schraw, G., & Impara, J. C. Eds. Issues in the measurement of metacognition. lincolen, NE: Buros Institute of Mental Measurements. Vol. pp. - Walter Kintsch The Role of Knowledge in Discourse Comprehension: A Construction-Integration Model. Psychological Review Vol. No. pp. - Scardamalia, M., & Bereiter, C. Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: prospects and limits.cambridge:cambridge University Press. pp. -

9 p. Vol. pp. - Vol. pp. - Vol. pp. - Vol. No. pp. - a Vol. pp. - b Vol. pp. - Vol. No. pp. - Vol. pp. - Vol. pp. - Vol. pp. - pp. - pp. - Grasser, A. C., & Clark, L. F Structure and procedures of implicit knowledge Norwood, NJ: Ablex pp. - Vol. No. pp pp. - Vol. pp. - pp. - Judith A. Langer Envisioning Literature: Literary Understanding and Literature Instruction (Teachers College Pr) p. The Uses of Argument Updated Edition

56 56 The Development of Preschool Children s Views About Conflict Resolution With Peers : Diversity of changes from five-year-olds to six-year-olds Y

56 56 The Development of Preschool Children s Views About Conflict Resolution With Peers : Diversity of changes from five-year-olds to six-year-olds Yukari KUBO 311615 1 1 1 97 43-2 2005 Rubin, Bukowski,