The Missouri Reader Vol. 36, Issue 1 | Page 79

write on topics of their choice; in doing this they take ―ownership of their writing and learning‖ (p. 416). As discussed earlier, based upon the results of this study, as students take part in peer writing conferences, as a part of writing workshop, students begin to develop more independence with the literary strategies they are capable of using. When students are involved in the process of reading and writing they develop metacognitive skills (Desautel, 2009; Gunning, 2006; Vacca & Vacca, 2008). Furthermore, the results of this study indicated that when student-led peer writing conferences are used as a supplement for writing workshop, students are more aware of their metacognitive strategies. This awareness allows them to be more conscious and confident in their metacognitive abilities. In order for selfevaluation to become an automatic process, leading to selfregulation and metacognitive thinking, students need an awareness of their reading and writing strategies. Gunning (2006) explains that ―through metacognition students take control of their learning‖ (p. 363). Mallozzi, C. A., & Mallory, J. A. (2007). Reading and writing connections. Reading Research Quarterly, 42(1), 161-166. doi:10.1598/RRQ.42.1.9 Tierney, R. J., Readence, J. E., & Dishner, E. K. (1995). Reading strategies and practice: A compendium (4th ed.). Boston: Allyn & Bacon. Tompkins, G. E. (2006). Literacy for the 21st century: A balanced approach (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Vacca, R. T., & Vacca, J. A. (2008). Content area reading: Literacy and learning across the curriculum (9th ed.). Boston: Pearson, Education, Inc. References Calkins, L. (2003). The conferring handbook. Portsmouth, NH: FirstHand. Clay, M. M. (2001). Change over time: In children’s literacy development. Portsmouth, NH: Heinemann. Desautel, D. (2009). Becoming a thinking thinker: Metacognition, self-reflection, and classroom practice. Teachers College Record, 3(8), 1997-2020. Dorn, L. J., & Soffos, C. (2001). Scaffolding young writers: A writers’ workshop approach. Portland, MA: Stenhouse Publishers. Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9th ed). Upper Saddle River, NJ: Pearson. Glass, G. V., & Hopkins, K. D. (1996). Statistical methods in education and psychology. Boston: Allyn and Bacon. Gunning, T. G. (2004). Creating literacy: Instruction for all children in grades pre-K to 4. Boston: Allyn and Bacon. Gunning, T. G. (2006). Assessing and correcting reading and writing difficulties (3rd ed.). Boston: Pearson Education, Inc. Lerkkanen, M., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. (2004). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24(6), 793810. doi:10.1080/01443341042000271782 © The Missouri Reader, 36 (1) p.79