NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ613488
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0894-3907
Metacognition and Freshman Academic Performance.
Taraban, Roman; Rynearson, Kimberly; Kerr, Marcel Satsky
Journal of Developmental Education, v24 n1 p12-20 Fall 2000
Finds that comprehension strategy use and Texas Academic Skills Program (TASP) reading scores were significantly correlated with each other and with grade point average (GPA). The strategies that discriminated between students in terms of GPA performance and TASP reading scores were related to several distinct facets of reading comprehension. (Contains 23 references.) (VWC)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A