NotesFAQContact Us
Search Tips
ERIC Number: ED215315
Record Type: Non-Journal
Publication Date: 1982-Mar
Pages: 64
Abstractor: N/A
Reference Count: N/A
The Effect of Metacognitive Training on Children's Question-Answering Behavior.
Raphael, Taffy E.; Pearson, P. David
A study assessed the effects of metacognitive training in question answering strategies on students' ability to answer postreading comprehension questions. In the first part of the study, baseline data concerning the level of metacognitive awareness exhibited by expert readers when answering questions were gathered through the use of 44 skilled adult readers. In the second part of the study, 100 fourth, sixth, and eighth grade students of varying reading abilities were randomly assigned to experimental or control groups. Those students in the experimental condition were trained to recognize three question types (text explicit, text implicit, and script implicit) and their implied question answering strategies. Results indicated superior performance by the experimental group readers in identifying questions by type, selecting an appropriate question answering strategy, and providing a complete and accurate response to questions. Performance was better on text-based rather than knowledge-based questions, with ability and developmental levels of the students affecting their performance in predicted directions. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.