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The Effects Of Metacognitive Reading Strategy Training On English Reading Comprehension And Attitudes Of Junior High School Students
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Book Synopsis The Effects of Metacognitive Reading Strategy Training on English Reading Comprehension and Attitudes of Junior High School Students by : Yu-Hwei Tseng
Download or read book The Effects of Metacognitive Reading Strategy Training on English Reading Comprehension and Attitudes of Junior High School Students written by Yu-Hwei Tseng and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Foundations of Augmented Cognition by : Dylan D. Schmorrow
Download or read book Foundations of Augmented Cognition written by Dylan D. Schmorrow and published by Springer. This book was released on 2013-06-12 with total page 810 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 5th International Conference on Augmented Cognition, AC 2013, held as part of the 15th International Conference on Human-Computer Interaction, HCII 2013, held in Las Vegas, USA in July 2013, jointly with 12 other thematically similar conferences. The total of 1666 papers and 303 posters presented at the HCII 2013 conferences was carefully reviewed and selected from 5210 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 81 contributions was carefully reviewed and selected for inclusion in the AC proceedings. The papers are organized in the following topical sections: augmented cognition in training and education; team cognition; brain activity measurement; understanding and modeling cognition; cognitive load, stress and fatigue; applications of augmented cognition.
Book Synopsis The Influences in Reading Comprehension and Reading Attitudes by Using Metacognitive Strategies in Bilingual Education by : Tzu-Yun Wang
Download or read book The Influences in Reading Comprehension and Reading Attitudes by Using Metacognitive Strategies in Bilingual Education written by Tzu-Yun Wang and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many students, English reading is a complex ability to train. This study aims to find out how can metacognitive strategies and bilingual education help students in their English reading comprehension and reading attitudes. The first research question is (a) What are the effects of using metacognitive strategies in bilingual education that help EFL learners to enhance their English reading comprehension? And (b) What is the attitude toward reading of students after bilingual and metacognitive strategies reading course? Is it positive or negative? This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and an in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students' English reading comprehension and can also change their English reading attitudes. This research included 10 participants, 5 in the experimental group, and 5 in the control group. The participants were all from the same school, and they were all high-graded students, yet, they were all low-achievement students. This research used mixed-method research. And the instrument included elementary reading attitude survey, a reading comprehension test, and in-depth interview. The result of this research was positive, which is to say that metacognitive strategies and bilingual education can improve students' English reading comprehension and can also change their English reading attitudes.
Book Synopsis The Effects of Metacognitive Strategies to Improve Reading Comprehension in Secondary Students by : Stephen J. Ronzano
Download or read book The Effects of Metacognitive Strategies to Improve Reading Comprehension in Secondary Students written by Stephen J. Ronzano and published by . This book was released on 2010 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998-12 with total page 324 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 Metacognitive Strategy Use and Curriculum Design by : Maria Cequeña
Download or read book Metacognitive Strategy Use and Curriculum Design written by Maria Cequeña and published by Ethics International Press. This book was released on 2024-05-09 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The global pandemic has changed the educational landscape. It literally closed down schools for more than a year, and paved the way for remote learning. Due to this educational setup, many students worldwide suffered, and continue to suffer, from learning loss. This book presents a teaching method - metacognitive strategies - that can help learners improve their comprehension, and help address this learning loss. The author discusses the theoretical underpinning of metacognitive strategy use and its effects on metacognitive awareness, self-efficacy, reading performance, and motivation, as well as providing practical guidance on how to use metacognitive strategies in designing engaging learning activities that promote collaboration among learners. The book will provide a valuable source of information for education students and teachers across many levels, and a useful and practical reference for college students and graduate students.
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 493 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 The Effects of Metacognitive Strategy Training and Attribution Retraining on Reading Comprehension in African-American Students with Learning Disabilities by : Mary Schwabe Esser
Download or read book The Effects of Metacognitive Strategy Training and Attribution Retraining on Reading Comprehension in African-American Students with Learning Disabilities written by Mary Schwabe Esser and published by . This book was released on 2001 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1992 with total page 1154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Back to Basics written by Chelsea Seaux and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an urgent crisis regarding literacy among adolescents, posing challenges for teachers, parents, administrators, and other stakeholders. The purpose of this study was to evaluate if the use of select elementary school strategies viz. explicit metacognitive instruction, cooperative learning, autonomy, and multimodal access on middle school student have positive outcomes in reading. While transitioning from elementary to middle school the researcher observed middle students still required scaffolding and strategies used in elementary school which led to choosing this focus. The researcher reviewed literature on the literacy crisis in the American middle school system, literacy among English Language Learners, and adolescents' perceptions about reading. The researcher then shifted to exploring the available solutions and decided upon specific strategies that address the developmental, learning style and linguistic needs of adolescents: effectiveness of multimodal access to texts, cooperative learning, literacy stations, and explicit teaching of metacognitive strategies used in reading. This study was conducted using a qualitative case study with a reflective semi-structured questionnaire, and student feedback was coded for emergent themes. The instruments used include pre-and post-assessment data using benchmark Star Reading, and daily 50-minute lessons over a six-month period of time incorporating the above-mentioned strategies. The researcher found that the balanced implementation of the strategies mentioned had a positive impact on student outcomes in reading overall, and students' feedback revealed social-emotional support as well as help with comprehension and engagement. Based upon the research findings, it is recommended that instructional leaders implement equitable professional development, and practitioners at the middle school/junior high grade level draw heavily on elementary school strategies to meet the learning styles and linguistic needs of students. This intervention is imperative, and the learning gap from elementary school must be bridged, as students advance to high school and beyond, and must meet expectations in higher education and the workforce. The study concluded the educational field would benefit from training middle school teachers in literacy strategies approaching the whole adolescent, meeting their social-emotional, developmental, and linguistic needs. Further research on connections between socioemotional learning and academics should be explored. Key words: adolescent literacy, literacy strategies, explicit metacognitive instruction, cooperative learning, literacy stations, multimodal access, English Language Learners
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.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect of Metacognitive Reading Strategies on Improving Concept Understanding in High School Biology Students by : Jennifer Alexander Courtney
Download or read book Effect of Metacognitive Reading Strategies on Improving Concept Understanding in High School Biology Students written by Jennifer Alexander Courtney and published by . This book was released on 2012 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this project was to determine how specific reading strategies impacted student understanding of genetics, evolution, populations, and ecology in high school biology. Forty-seven students in three achievement levels were tracked for changes in their abilities to answer high-order questions, as well as changes in their attitudes and motivations. Teacher attitude and motivations were also measured. The study revealed that students showed overall improvement in high-order thinking compared to non-treatment, and that student attitudes and motivations improved slightly during the project. Teacher attitudes and motivations improved as students progressed through the treatment.
