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Providing a “Pocket Tutor”: Enhancing Metacognition through Podcasted Comprehension Prompts

Advanced Literacy Practices

ISBN: 978-1-78190-503-6, eISBN: 978-1-78190-504-3

Publication date: 4 January 2013


Purpose – The purpose of the chapter is to provide the reader with an overview of the “Pocket Tutor” project. This project created and implemented read-aloud enhanced podcasts into a University Reading Clinic. The authors provide suggestions for creating, implementing, and modifying the project.

Methodology/approach – The chapter is organized from rationale to creation to implementation. The chapter then makes recommendations for future projects.

Practical implications – The chapter demonstrates how a University Reading Clinic implemented read-aloud enhanced podcasts. These are inexpensive to create and host on free websites for families to access.

Originality/value of paper – As many struggling readers need motivation to read independently outside of school, the Pocket Tutor project provides a viable resource for engaging these readers. Not only are they listening to text at their instructional level, they are also being provided with metacognitive comprehension prompts.



Bowers, E., Manzo, U., Tarantine, A. and Base, M. (2013), "Providing a “Pocket Tutor”: Enhancing Metacognition through Podcasted Comprehension Prompts", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 265-281.



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