The Engagement of Metacognition During Critical Literacy Discourse by Young Talented Readers
While little empirical research has focused on talented readers, so too is little known about the relationship between metacognition and critical literacy. This mixed method qualitative study addresses both of these gaps in the research literature. One premise inspiring this study has been the declining performance of Australia's top-end reading scores in international assessments over the past decade. A recent media release by the Australian Council for Educational Research (ACER) highlighted this disturbing trend from the Program for International Student Assessment (PISA) conducted every three years by the Organisation for Economic Cooperation and Development (OECD) with the finding that 'Australia's overall performance declined by 13 score points from 2000 to 2009. The decline (in reading) is primarily among higher achieving students' (Masters, 2010, online). In 2004 a review of the literature on talented readers by Reis et al. found much of it to be primarily anecdotal in nature with little research showing how to challenge and meet the learning needs of this group. With a better understanding needed of the self-systems that enable advanced reading skills clearly needed, this study used observations to explore the metacognitive processes adopted by young talented readers during critical literacy activities as compared with their typical peers. This study had a dual focus. First, to find out if critical literacy requires the employment of metacognitive strategies for successful analysis, understanding and critiquing of texts; and second, to discover if young talented readers are more adept at employing metacognition than their same-age peers, when interacting with critical literacy discourse.