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ERIC Number: EJ811778
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1938-8071
Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition
Allen, Kathleen D.; Hancock, Thomas E.
Literacy Research and Instruction, v47 n2 p124-139 2008
This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This "systematic metacognitive inquiry" treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted with 196 intermediate elementary students in 10 classrooms. Each classroom had three experimental levels: cognitive assessment only (control group), cognitive assessment + profile awareness (profile awareness group), and cognitive assessment + profile awareness + metacognitive systematic inquiry (metacognitive systematic inquiry group). The treatment yielded significantly higher comprehension on a valid state standardized reading test, but not on an informal reading inventory. (Contains 3 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Cognitive Ability