NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ551378
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0671
Effects of Self-Directed Learning, Story Comprehension, and Self-Questioning in Kindergarten.
Glaubman, Rivka; Glaubman, Hananyah; Ofir, Lea
Journal of Educational Research, v90 n6 p361-74 Jul-Aug 1997
This study investigated the effects of a self-questioning intervention for Israeli kindergartners. Researchers used theory-based interventions (active processing and metacognitive intervention) and traditional methods to facilitate questioning, story comprehension, and self-directed learning. Theory-based training proved to be the most efficacious, with the metacognitive method superior to active processing. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel