JESRIEL P.

NIMER

1. How accurate were the children in predicting how well they would remember the word list?

How well did they remember the list? Were they able to tell you what they did to remember the

words after repeating the list? Were there any differences in age in terms of how accurate their

predictions or their lists were?

Answer:

For me, there is a difference in age in terms of how accurate their predictions or their lists
because the older the child they can easily remember the list of words because they are big enough to
understand what was we read in front of the child. And then the other child who is younger than the
other one cannot remember some words in the list. But in my point of view also we think of it depends
upon the thinking skills of a child. But we are amazed that Ujj he also good at remembering even though
he is eight years old.

Sometimes the child who is younger and smart can easily remember those words rather than
the older one and vice versa. When it comes in predicting how well they would remember the word list
we might say they predict it accurately according to their thinking skill. According to the child that we
have interviewed he remember it by repeating many times in his mind and then he rewrites it in a paper
the 10 words that I said in correct he remembers it just by listening carefully. Yes, they are able to tell me
what they did to remember the words after repeating the list. Definitely he rewrites the words that I said
very well but there are words that is wrong spelling.

2. How well did the children do in retelling the story? Did the children tend to tell the story in the”

correct” order or in the order you told it? Were there age differences in how they responded here?

Answer:

He softly and surely is retelling the story in order to what he know and what he remembered there are
sometimes wrong but his story is almost the same of what on the book.

In a 8-9 year-old child, he can retell the story what we have read or also based on the illustration of the
story. But we will tend to repeat it on reading on an MTB base before he and she got the correct order in
retelling the story. He was good in listening because he can give the correct order on what was
happening in the story.

3.) Consider the older children’s responses to the questions about memory and reading. Given their
responses, how well do schools seem to support children developing metacognitive strategies for
memory and reading? Did the children have a sense of which they learn best? Do they seem to think
that teachers help them with this? How effective do schools seem to be in creating/supporting an
appreciation of reading in children? Do the children seem to see teachers being helpful in these areas?

Answer:

For me, it's important to assist a child's memory and reading development. In order to catch the
children's attention, the school will have to use metacognitive methods such as providing visual and
colorful graphics and charts. Because most children employ this method in order to increase their
attention and participation in what they have learned. Teachers must put up greater effort in order for a
youngster to learn the lesson equitably. Because children learn in different ways, they tend to learn by

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 reading, learning by seeing, and learning by following the activities of their teachers. So, through these
strategies it will be effective as a teacher on how a child were able to learn.

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