التفاصيل البيبلوغرافية
| العنوان: |
Effects of Two Comprehension Monitoring Strategies on the Metacognitive Awareness and Reading Achievement of Third and Fifth Grade Students. [Revised.] |
| اللغة: |
English |
| المؤلفون: |
McLain, K. Victoria Mayer |
| Peer Reviewed: |
N |
| Page Count: |
36 |
| تاريخ النشر: |
1993 |
| نوع الوثيقة: |
Reports - Research |
| Descriptors: |
Comparative Analysis, Elementary Education, Grade 3, Grade 5, Instructional Effectiveness, Metacognition, Reading Achievement, Reading Research, Reading Strategies |
| مصطلحات جغرافية: |
Indiana |
| مستخلص: |
A study examined the effects of instruction versus no instruction of comprehension monitoring strategies and the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of students. Subjects, 57 fifth-grade and 51 third-grade students from 6 intact classrooms enrolled in 4 city schools in an Indiana community, were randomly assigned to either the written strategy, the checksheet strategy, or the control. One experimental group was taught the K-W-L comprehension monitoring strategy, and the other experimental group was taught the Predicting/Evaluating comprehension monitoring strategy. Metacognitive awareness and reading achievement were measured using separate evaluation instruments. Results indicated that metacognitive awareness may be a late-developing process that is not sensitive to type of strategy taught and difficult to accurately assess with a current informal assessment measure. Reading achievement was not affected by comprehension monitoring instruction. (Six tables, a figure of data, a K-W-L strategy sheet, and a Predicting/Evaluating checksheet are included.) (Contains 28 references.) (Author/RS) |
| Entry Date: |
1994 |
| رقم الأكسشن: |
ED364840 |
| قاعدة البيانات: |
ERIC |
