Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The ...
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Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The combined and specific effects of proximal and distal variables from small-scale psychological research as well as from large-scale educational studies on each text comprehension measure were investigated, metacognitive knowledge, decoding speed, and the number of books at home (as an indicator for family background) were found to have specific and large effects on on-line comprehension and accounted for 46 percent of the variance with the highest effects for metacognition. metacognitive knowledge was also highly predictive when the effects of specific prior knowledge and thematic interest on memory-based text comprehension were estimated simultaneously, In addition, students who showed relative strength in building up a coherent representation of specific texts (memory-based text comprehension) were characterised by high amounts of prior knowledge and thematic interest thereby underlining the importance of these student characteristics for learning.
Six-to nine-year-old children participated in a training experiment concerning study and recall of categorized items. Explicit feedback given during training sessions was devoted to emphasize the relationship between ...
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Six-to nine-year-old children participated in a training experiment concerning study and recall of categorized items. Explicit feedback given during training sessions was devoted to emphasize the relationship between strategy use and recall performance. Verbal descriptions of the contents of these training sessions were asked before a delayed post-test, given two weeks later. It appears from the results that: (1) The degree of understanding of the information provided by training with explicit feedback, as indicated by subjects' verbal descriptions, is a good predictor of strategy maintenance on the post-test. Explicit feedback provides subjects with information about the relationship between procedures and results. However, only those subjects who were able to re-elaborate this information were able to construct more permanent metacognitive knowledge;(2) Such a form of cognitive re-elaboration appears to be necessary for acquired metacognitive knowledge to have a regulatory effect on subsequent behavior;and (3) The level of a subject's prior metacognitive knowledge seems to be one of the determinants in the ability to efficiently integrate new metacognitive knowledge by re-elaboration of metacognitive experiences.
The present study throws some light into an area that has been relatively untouched: it analyzes how differences in the beliefs or metacognitive knowledge (MK) held about writing relates to differences in English as a...
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The present study throws some light into an area that has been relatively untouched: it analyzes how differences in the beliefs or metacognitive knowledge (MK) held about writing relates to differences in English as a Foreign Language (EFL) writing skills. Data were collected from four undergraduate university Spanish students, two good writers and two poor writers, enrolled in EFL classes at the University of Barcelona. They were first required to take an English test and write an argumentative essay to assess their language and writing proficiency. Subsequently, they were interviewed and required to think aloud as they wrote another argumentative essay. This study revealed a number of areas in which the knowledge of the two pairs clearly differed. On the whole, these differences pointed to a more appropriate and comprehensive view of the writing process, which they were able to apply more flexibly. In contrast, the less successful writers' MK was limited and inadequate. Furthermore, the case studies also revealed the clear relationship that exists between the MK of the writers and the strategies they deployed, underscoring the major role played by MK in providing a rationale for the learners' approach to writing and researchers with a more thorough understanding of the learners' writing process.
In this research, we study acquisition and maintenance of a categorization strategy for item recall. 56 children, aged 6 to 8 years, who do not spontaneously use such a strategy during a pretest are given a training s...
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