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ERIC Number: EJ765135
Record Type: Journal
Publication Date: 2007-Jun
Pages: 18
Abstractor: Author
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0924-3453
Effects of Metacognitive Strategy Instruction and Instruction Time on Reading Comprehension
Houtveen, A. A. M.; van de Grift, W. J. C. M.
School Effectiveness and School Improvement, v18 n2 p173-190 Jun 2007
Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands