NotesFAQContact Us
Search Tips
ERIC Number: ED364840
Record Type: Non-Journal
Publication Date: 1993
Pages: 36
Abstractor: N/A
Reference Count: N/A
Effects of Two Comprehension Monitoring Strategies on the Metacognitive Awareness and Reading Achievement of Third and Fifth Grade Students. [Revised.]
McLain, K. Victoria Mayer
A study examined the effects of instruction versus no instruction of comprehension monitoring strategies and the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of students. Subjects, 57 fifth-grade and 51 third-grade students from 6 intact classrooms enrolled in 4 city schools in an Indiana community, were randomly assigned to either the written strategy, the checksheet strategy, or the control. One experimental group was taught the K-W-L comprehension monitoring strategy, and the other experimental group was taught the Predicting/Evaluating comprehension monitoring strategy. Metacognitive awareness and reading achievement were measured using separate evaluation instruments. Results indicated that metacognitive awareness may be a late-developing process that is not sensitive to type of strategy taught and difficult to accurately assess with a current informal assessment measure. Reading achievement was not affected by comprehension monitoring instruction. (Six tables, a figure of data, a K-W-L strategy sheet, and a Predicting/Evaluating checksheet are included.) (Contains 28 references.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana