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Metacognition Theory As Related To Reading Strategies And Reading Comprehension At The Fifth Grade Level
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Book Synopsis Metacognition Theory as Related to Reading Strategies and Reading Comprehension at the Fifth Grade Level by : Laci Sharyl Coppins
Download or read book Metacognition Theory as Related to Reading Strategies and Reading Comprehension at the Fifth Grade Level written by Laci Sharyl Coppins and published by . This book was released on 2008 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Metacognition in Literacy Learning by : Susan E. Israel
Download or read book Metacognition in Literacy Learning written by Susan E. Israel and published by Routledge. This book was released on 2006-06-17 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Book Synopsis Metacognition and Reading Comprehension by : Ruth Garner
Download or read book Metacognition and Reading Comprehension written by Ruth Garner and published by Praeger. This book was released on 1987 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.
Author :Donna-Lynn Forrest-Pressley Publisher :Springer Science & Business Media ISBN 13 :1461252520 Total Pages :243 pages Book Rating :4.4/5 (612 download)
Book Synopsis Cognition, Metacognition, and Reading by : Donna-Lynn Forrest-Pressley
Download or read book Cognition, Metacognition, and Reading written by Donna-Lynn Forrest-Pressley and published by Springer Science & Business Media. This book was released on 2013-03-12 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: We had our first conversation about cognition, metacognition, and reading in September of 1976. Our particular concern was with reading and learning to read, and what, if anything, meta cognition might have to do with it all. We didn't really know much about metacognition then, of course, but then most other people were in the same predicament. Some people had been working with interesting approaches and results on metalanguage and reading, among them J. Downing, L. Ehri, L. Gleitman, 1. Mattingly, and E. Ryan, and it also was about that time that people were becoming aware of E. Markman's first studies of comprehension monitoring. Other than that perhaps the most influential item around was the perhaps already "classic" monograph by Kruetzer, Leonard, and Flavell on what children know about their own memory. Also in the air at that time were things like A. Brown's notions about "knowing, knowing about know ing, and knowing how to know," D. Meichenbaum's ideas about cognitive behavior modification, and the work by A. Brown and S. Smiley on the awareness of important units in text. Even though these developments were cited as new and innovative, it was not the case that psychologists had never before been of questions. They certainly interested in, or concerned with metacognitive sorts had, as clearly evidenced by the notion of "metaplans", in Miller, Galanter, and Pribram's Plans and the Structure of Behavior.
Book Synopsis Metacognitive and Cognitive Strategy Use in Reading Comprehension by : Limei Zhang
Download or read book Metacognitive and Cognitive Strategy Use in Reading Comprehension written by Limei Zhang and published by Springer. This book was released on 2017-10-09 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.
Book Synopsis Metacognition in Learning and Instruction by : Hope J. Hartman
Download or read book Metacognition in Learning and Instruction written by Hope J. Hartman and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.
Book Synopsis Effects of Selected Metacognitive Strategies on the Reading Comprehension Test Scores of Fifth Grade Students by : Victoria Wilson Jackson
Download or read book Effects of Selected Metacognitive Strategies on the Reading Comprehension Test Scores of Fifth Grade Students written by Victoria Wilson Jackson and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students by : Margaret McCown
Download or read book The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students written by Margaret McCown and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
Book Synopsis Reading for Understanding by : Ulla-Britt Persson
Download or read book Reading for Understanding written by Ulla-Britt Persson and published by . This book was released on 1994 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: A book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were either good or poor comprehenders as defined by a combination of a reading test and teacher ratings. Data collection consisted of semi-structured interviews and the recall of three texts with different structures. Results indicted that: (1) good readers organized their knowledge and used it appropriately; (2) good readers' cognitive and metacognitive abilities were well integrated, whereas the pattern of functions in poor readers seemed distorted; (3) poor readers were less confident than good readers--they regarded themselves as poor learners and their verbal responses were less elaborate; (4) poor readers' decoding was often not automatic, leaving less capacity for comprehension; (5) the gap between good and poor readers widened from grade 5 to grade 8, as more independent reading was expected of students; and (6) the younger students believed they would improve, the older students lost interest in studies. Findings suggest that poor and good readers differ in the way they process text information and monitor their cognitive functions. (Contains over 200 references in addition to 19 tables and 5 figures of data. Appendixes present the interview questionnaire, examples of categorizations, the texts, and sample student responses.) (rs).
Book Synopsis Metacognition in Educational Theory and Practice by : Douglas J. Hacker
Download or read book Metacognition in Educational Theory and Practice written by Douglas J. Hacker and published by Routledge. This book was released on 1998-03-01 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
Book Synopsis Reading Comprehension Strategies of Fifth Grade Bilingual Latina/o Readers by : Michele Fortes
Download or read book Reading Comprehension Strategies of Fifth Grade Bilingual Latina/o Readers written by Michele Fortes and published by . This book was released on 1999 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Metacognition in Education by : Douglas J. Hacker
Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 651 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Book Synopsis Handbook of Reading Research by : P. David Pearson
Download or read book Handbook of Reading Research written by P. David Pearson and published by Psychology Press. This book was released on 1984 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Book Synopsis A Study of Teachers' Selection and Implementation of Meta-cognitive Reading Strategies for Fourth/fifth Grade Reading Comprehension from a Success for All Reading Program Perspective by : Patricia M. Hess
Download or read book A Study of Teachers' Selection and Implementation of Meta-cognitive Reading Strategies for Fourth/fifth Grade Reading Comprehension from a Success for All Reading Program Perspective written by Patricia M. Hess and published by . This book was released on 2004 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Tutoring and Metacognition on 5th- and 6th-grade Students' Reading Strategies, Reading Comprehension, and Attitude Towards Reading by : Beth Hodgen Gudbrandsen
Download or read book The Effect of Tutoring and Metacognition on 5th- and 6th-grade Students' Reading Strategies, Reading Comprehension, and Attitude Towards Reading written by Beth Hodgen Gudbrandsen and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Tutors were observed to implement an array of strategies. The two brief metacognitive sessions on thinking about reading as problem solving appeared to have an impact on students' tutoring; +RPS tutors used significantly more decoding strategies while tutoring than their -RPS counterparts. However, +RPS tutors did not, generally, maintain the greater strategy use when resolving problems to their own reading. One global reading strategy significantly differentiated the three conditions, and all tutors performed marginally better than nontutors on a measure of reading comprehension. Overall, attitude towards reading scores decreased significantly over time and across conditions. However, tutoring may have a protective effect on students' attitude; both tutor conditions maintained significantly better attitudes than did nontutors.
Book Synopsis Teaching Metacognitive Reading Strategies in a Fifth Grade Classroom by : Nicole S. Turner
Download or read book Teaching Metacognitive Reading Strategies in a Fifth Grade Classroom written by Nicole S. Turner and published by . This book was released on 2006 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
