They involve a range of higher order thinking skills, e.g. students are asked to summarize the content of the reading (understand), to describe what is new or interesting (analyze, evaluate, create), and to identify those parts of the reading that are confusing (analyze, evaluate). Reading reflections address many elements of metacognition, including knowledge, control, and reflection. They are designed to help students develop knowledge about themselves as learners, learning tasks (reading), prior knowledge, content, self-monitoring, self-assessment, and reflection.
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