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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ321789
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Reading, Memory, and Metacognition.
Byrd, Diana M.; Gholson, Barry
Journal of Educational Psychology, v77 n4 p428-36 Aug 1985
This study was designed to explore relations among reading skills, metareading, memory, and metamemory. Interactions among these skills were investigated as related to reading ability, operativity, and grade level. The effects of experience, operativity, and metacognition on reading and memory skills were discussed. (Author/DWH)
Descriptors: Cognitive Development, Comparative Analysis, Elementary Education, Grade 2, Grade 4, Memory, Metacognition, Multivariate Analysis, Reading Ability, Reading Research, Reading Skills, Reading Strategies
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Piagetian Stages