Self-monitoring and the acquisition of literacy

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dc.contributor.advisor Moore, Dennis en
dc.contributor.author Smith, Pauline (Pauline E.) en
dc.date.accessioned 2007-08-04T11:25:36Z en
dc.date.available 2007-08-04T11:25:36Z en
dc.date.issued 2004 en
dc.identifier THESIS 05-351 en
dc.identifier.citation Thesis (PhD--Education)--University of Auckland, 2004 en
dc.identifier.uri http://hdl.handle.net/2292/1242 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract In this thesis it is argued that self-monitoring is pivotal to learning in general and to literacy learning in particular. In the first instance this is argued theoretically. Subsequently self-monitoring is demonstrated to be critical to but distinct from self-regulation in which it is embedded. The argument is developed that self-monitoring needs to be differentiated from self-correction with which it is frequently linked and to which it is a necessary pre-cursor. Theoretically and practically self-monitoring is shown to have a positional rather than a causative role in relation to any subsequent change. A review of the literature ascertains how the term self-monitoring has been referenced and how it has been perceived both in research and in practice. The argument is made that most literacy learners successfully self-monitor but that without specific help from more-expert-others some do not. Furthermore, it is argued that the common practice of seeking to fix errors before assisting learners find errors can be a source of confusion for adults and children alike. Drawing on arguments from dialectical and activity theories a developmental theory of self-monitoring is articulated in which two crucial characteristics of self-monitoring—the noticing and questioning of one's own behaviour relative to a task—are explored. Within subject research designs (in which each participant serves as his or her own control) are used in four studies to objectively observe, describe, quantify and analyse teacher-child or leader-teacher behaviour in relation to self-monitoring and the acquisition of literacy. Self-monitoring's crucial role in literacy learning is shown to have implications for all those engaged in teaching and learning-theoretically, practically and systemically. en
dc.language.iso en en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99150580414002091 en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Self-monitoring and the acquisition of literacy en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en


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