explains there are several different alternatives regarding the
version of reading workshop, but most contain the following
five components: ―reading, responding, sharing, teaching
minilessons, and reading aloud to students‖ (p. 406). During
reading workshop, students are expected to apply specific
strategies in order to determine whether they comprehend the
meaning of their own reading. Along with reading strategies,
writing strategies enable students to build a firm foundation of
literary abilities. Tompkins reflects on eight of the most
important comprehension strategies—―predicting, connecting,
visualizing, questioning, identifying big ideas, summarizing,
monitoring, and evaluating‖ (p. 228). As indicated through the
previous research studies, when students begin to transfer the
instructional strategy knowledge they have gained into reading
comprehension or meaning, educators must create an
environment that builds upon student as well as teacher
perceptions and reflection.
Metacognition
When students are involved in the process of reading and
writing they develop metacognitive skills (Desautel, 2009;
Gunning, 2006; Vacca & Vacca, 2008). These skills involve
the ability to reflect and question ones own thinking. As
students become more familiar with the process of their own
metacognitive skill, they are able to think on a deeper level of
knowledge. Clay (2001) explains that as children take part in
the writing process, they acquire cognitive strategies for
monitoring, searching, evaluating, and self-correcting.
Similarly, Dorn and Soffos, along with Clay, propose that a
self-regulated writer is able to guide and monitor their own
actions for achievement within writing through the use of
appropriate strategies and skills.
Desautel (2009) found through a qualitative case study that
specific learning strategies and practices lead to successful
reflective learners as well as promote the development of
metacognition. Desautel used specific reading and writing
strategies (i.e., directed goal-setting, written reflections,
journal writing, and oral conversations) in order to observe
student interactions as well as written records in regard to
metacognitive abilities within prekindergarten through second
grade classrooms. He concluded that in order to see a clear
picture of a student‘s abilities one must have a combination of
oral and written activities. Based on the work of previous
researchers, metacognitive skills are closely linked with the
ability to understand the strategies that are used to read and
write. In order to help students make connections between
the two content areas, students must be taught to develop selfevaluation about their own thinking. Along with selfevaluation, students need to be provided with meaningful
activities that promote metacognition.
The realm of literacy has continued to evolve throughout
the last century. A clear relationship exists between reading
and writing. However, the question lies disputed regarding
the type of relationship. In bridging the link in literacy, one
must establish an awareness of each segment within reading and
writing as well as the distinct association to metacognition.
The academic, social, and emotional strength students will
have when they are able to connect their perceptions with their
abilities regarding reading and writing will be compelling.
Methodology
The following types of archival data, which were originally
collected as part of regular classroom instruction, were
analyzed: (a) a perception survey regarding reading and
writing strategies that students use, (b) a perception survey
regarding the feelings students have toward reading and writing
strategies, and (c) a student reflective questionnaire based on
their experience during student-led peer writing conferences.
Site of the Study
The study utilized archival data from a school in southwest
Missouri during the 2010-2011 school year. The overall
attendance rate of students within the school is 96%. Despite
the high attendance record, the school has not met AYP
(Adequate Yearly Progress) within communication arts for the
last two years. The target population of this study was all the
students in one second grade classroom.
The first initial instrument given to students as part of
regular classroom instruction was a Pre-Perception Survey,
regarding literary strategy use, given to all of the second grade
students within the researcher‘s classroom. Following the PrePerception Survey, a feeling survey was given, regarding how
students‘ perceive they feel about specific strategies. The PrePerception survey co