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Peer reviewed Peer reviewed
ERIC Number: EJ496227
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0156-6555
A Component Analysis of Metacognition in Reading Comprehension: The Contributions of Awareness and Self-Regulation.
O'Shea, Lawrence J.; O'Shea, Dorothy J.
International Journal of Disability, Development and Education, v41 n1 p15-32 1994
Thirty-six Australian students (grades 5-7) with reading difficulties were trained to cue themselves to the purpose of reading or to cue themselves in addition to underlining key words and phrases as they read. The combination of awareness of purpose and the employment of a self-regulated underlining strategy generated better reading comprehension. (Author/JDD)
Descriptors: Cues, Foreign Countries, Intermediate Grades, Learning Strategies, Metacognition, Reading Comprehension, Reading Difficulties, Reading Instruction, Self Management
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia