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ERIC Number: ED244237
Record Type: RIE
Publication Date: 1982
Pages: 39
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Gifted Readers: Comprehension Strategies and Metacognition.
Wingenbach, Nancy Gard
A study investigated the reading comprehension processes of gifted readers, specifically their use of comprehension strategies and their metacognitive awareness. Grade level differences in strategy use and metacognitive awareness were also examined. A standardized reading test and a metacognition questionnaire were administered to 100 gifted students in grades 4, 5, 6, and 7. Twenty students, five from each grade, were selected from this group to participate in protocol analysis and interviews. The results indicated that gifted readers used specific reading and reasoning strategies in the comprehension process. Gifted readers were also metacognitively aware of the strategies available to them, of ways to select and use the strategies, and of the effectiveness of the strategies they applied. Grade level differences in strategy use and metacognitive awareness were minimal. (Appendixes contain examples from the protocol analyses and a list of interview questions and responses.) (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A