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Peer reviewed Peer reviewed
ERIC Number: EJ597914
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1090-185X
The Effects of Explicit Science Reading Instruction on Selected Grade 7 Students' Metacognition and Comprehension of Specific Science Text.
Spence, David J.; Yore, Larry D.; Williams, Richard L.
Journal of Elementary Science Education, v11 n2 p15-30 Fall 1999
Finds positive correlations between metacognition (awareness and self-management) and success on reading comprehension tasks for a group of seventh-grade students (n=27). Also finds that 22 weeks of schooling with explicit reading strategy instruction significantly enhances students' metacognition and their abilities to comprehend science text across all reading abilities. (Contains 32 references.) (Author/WRM)
Descriptors: Cognitive Processes, Grade 7, Junior High Schools, Metacognition, Reading Comprehension, Reading Instruction, Science Education, Scientific Concepts, Study Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A