Self-monitoring and the acquisition of literacy

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.