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Prof. Bennett Schwartz: "In a tip-of-the-tongue state a part of our cognitive system called metacognition lets us know that even though we can't retrieve something at the moment it's probably there stored on our memory, and if we work at it we'll get it... the conventional idea is sort of like your brain's, like, a big complicated filing cabinet. This is telling us that that's not so true. You can't just go to the J file and find John there."

If you've ever forgotten a word just as you were about to say it, you've experienced the Tip-of-the-Tounge phenomenon. Tip-of-the-tongue phenomenon is the subjective feeling that people have of being confident that they know the target word for which they are searching, yet they cannot recall this word. Tip-of-the-tongue phenomenon is one kind of metacognition (meaning you are aware of you're cognitive processes), that involves a feeling of knowing the word you're searching for. This phenomenon appear to occur when one is having a breakdown in the intermediate stage of lexical retrieval.

Article explores the philosophical battle between those who believe in leveled reading--adjusting the difficulty of text to suit the ability of the reader--and those who emphasize the importance of "challenge" by having all students grapple with the same "complex texts." Leveled reading has become increasingly easier with the advent of technology. New-generation leveling tools like Newsela allow every student to read the same story, albeit at varying levels of complexity. "This facilitates the social learning that happens when students engage in a shared discussion of the text," Cogan-Drew notes. Second, digital reading programs can make leveling more discreet, preventing students from being teased or stigmatized for reading at a lower level. Compared to the large numbers emblazoned on the covers of many leveled-reader print books, the computerized versions call far less attention to the degree of competency of their users. At the same time, students using these programs are often given the option of dialing up or down their reading level themselves, supporting the development of their "metacognition," or awareness of their own cognitive abilities. Defenders of leveled reading and the champions of complex texts may share more common ground than they realize, however. Both agree that to become fluent readers, students must read a lot on their own-and such independent reading calls for not-too-easy, not-too-hard selections that look a lot like leveled reading. Meanwhile, both sides also concur that students should be asked to wrestle at times with more challenging texts-but in the classroom, where teachers are available to offer help and head off discouragement.