ERIC Number: ED233312
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Reading to Understand and Remember: The Role of Metacognitive Awareness about Strategies.
Lefebvre-Pinard, Monique; And Others
Because current research offers little conclusive evidence that explicit metacognitive knowledge is necessary for effective reading, a study was designed to determine (1) if comprehension could be enhanced by activating subjects' awareness of appropriate strategies, and (2) which strategies, based on subjects' spontaneous reports, were most effective. Fifty-nine subjects were assigned to either an activation or a control group. Prior to reading the selected passage, the activation subjects completed a questionnaire designed to stimulate their awareness of the cognitive or metacognitive strategies they frequently used. After reading the text, all students were tested on comprehension and recall. Results indicated that awareness of previously acquired strategies did not in itself improve comprehension or recall. These findings might have been influenced, however, by the time limit on the metacognitive questionnaire, the unfamiliarity of its questions, and the lack of sufficient time to consider the questionnaire's implications before beginning the reading. (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Comprehension Monitoring; Reading Strategies
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Detroit, MI, April 1983). Document contains type that is marginally legible.