NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ966145
Record Type: Journal
Publication Date: 2003
Pages: 20
Abstractor: As Provided
Metacognitive Strategy Knowledge: Comparison of Former Reading Recovery Children and Their Current Classmates
Schmitt, Maribeth Cassidy
Literacy Teaching and Learning, v7 n1-2 p57-76 2003
The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third- and fourth-grade classmates. Groups that totaled 486 randomly selected former Reading Recovery children and their current third- and fourth-grade classmates were tested using the Metacomprehension Strategy Index (Schmitt, 1988, 1990) to determine their levels of strategy awareness. Comparison of means using analysis of variance was conducted to determine if there were differences in children's levels of declarative strategy knowledge, and an item analysis of the Metacomprehension Strategy Index was generated to illustrate the types of strategies children indicate they use, including the conditional knowledge of knowing when to use them. In addition to results, the efficacy of the Reading Recovery program in helping children reach and maintain cohort-level performance in strategy knowledge is discussed as a means of exploring the timely question of children's subsequent performance. (Contains 2 tables and 4 figures.)
Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A