The Missouri Reader Vol. 36, Issue 1 | Page 72

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