Where and when did I find it: I found this in the article, Guiding students through informational text (Wood, 1988). The article focuses on three different types of reading guides: point of view, reading road map, and the interactive reading guide, all providing teachers with a toolbox of strategies to teach textbook content.
Full citation: Wood, K.D. (1998). Guiding students through informational text. The Reading Teacher, 41(9), 912-920.
What it means: The act of repeating something, mentally. The author refers to the word describing the point of view reading guide which uses questions in an interview format, with “Text based and reader based contributions from the reader... by merging the text and reader based information, students engage in mental recitation of the content as they put the new information in their own words. (Wood, 1998, p. 913). The key here is for readers not to simply repeat what’s read, but as stated above, students should repeat this new act of learning using their own words.
Level of familiarity: I’m familiar with the term and the concept, primarily from through a recitation of a poem during my undergraduate work. I believe this is how most students have come in contact with this word, having to perform a recitation of a poem to their peers during their high school or college experience. I’m not sure how many students enjoy this, but they probably remember the process.
Do I want to know this word well and why? Yes. This is important to know as a student, as an educator, and as a literacy specialist. However, I think why mental recitation is an important strategy needs to be explained more fully to students. Most times, educators focus on what is to be done, not why and how this serves their learning. Mental recitation has been found to be one of "the most powerful of all study techniques" (Pauk, 1974, as cited by Wood, 1998, p. 915).
Do I think others should know this word well...if so WHO AND WHY? Learners and educators should know this word well because understanding and learning how to use this strategy of mental recitation can empower students’ in their learning. Asking students to practice this also provides teachers with an opportunity to clarify possible misunderstandings about the content.
Hi Janet, I agree with you that having students learn the words "mental recitation" would be very helpful. This would help students to name the thinking they must do when developing their understanding. I think it would help them to sharpen their metacognitive awareness of what exactly it is they are doing well.
ReplyDeleteAt the same time, given your RT discussion this past week, I cannot help but also connect the significance of this term to writing-to-learn strategies. It seems that writing-to-learn are so powerful because they are designed to engage students in mental recitation. Yes?
PS Don't forget to include 7.1 in the title for this entry.