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Peer reviewed Peer reviewed
ERIC Number: EJ311334
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Study of the Relationship between Teacher Explanation and Student Metacognitive Awareness during Reading Instruction.
Book, Cassandra L.; And Others
Communication Education, v34 n1 p29-36 Jan 1985
Supports the hypotheses that (1) students of teachers trained to use explicit explanation are more aware of what they had been taught than students of teachers who are not similarly trained and (2) there is a significant positive relationship between teacher explanation and student metacognitive awareness. (PD)
Descriptors: Classroom Communication, Communication Research, Comparative Analysis, Educational Research, Elementary School Students, Elementary School Teachers, Grade 5, Metacognition, Reading Instruction, Reading Processes, Teacher Education, Teacher Effectiveness, Teacher Student Relationship
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Teacher Explanation