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Showing 1 to 15 of 17 results Save | Export
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Griffin, Thomas D.; Wiley, Jennifer; Thiede, Keith W. – Grantee Submission, 2019
A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e., they are unable to discriminate topics they have understood well from topics…
Descriptors: Reading Comprehension, Metacognition, Tests, Expectation
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Griffin, Thomas D.; Wiley, Jennifer; Thiede, Keith W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e., they are unable to discriminate topics they have understood well from topics…
Descriptors: Reading Comprehension, Metacognition, Tests, Expectation
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Dunlosky, John; Thiede, Keith W. – Learning and Instruction, 2013
The target articles make significant advances in our understanding of students' judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four cornerstones of research on metacognitive judgments. We discuss how the target articles build on these cornerstones (judgment…
Descriptors: Measurement, Research, Students, Metacognition
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Winslow, Robin D.; Eliason, Meghan; Thiede, Keith W. – Journal of Organizational and Educational Leadership, 2016
The purpose of this study was to examine two different models of internship and competitively evaluate their effectiveness in influencing interns' experience, beliefs, and knowledge of supervision. The research questions for this study were developed from the literature on supervision of instruction and internships in educational leadership…
Descriptors: Internship Programs, Comparative Analysis, Program Effectiveness, Student Experience
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Brendefur, Jonathan L.; Johnson, Evelyn S.; Thiede, Keith W.; Strother, Sam; Severson, Herb H. – Early Childhood Education Journal, 2018
There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention…
Descriptors: Early Childhood Education, Screening Tests, Mathematics Tests, At Risk Students
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Thiede, Keith W.; Redford, Joshua S.; Wiley, Jennifer; Griffin, Thomas D. – British Journal of Educational Psychology, 2017
Background: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. Aims: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a "Participant's Choice"…
Descriptors: Middle School Students, Grade 7, Study Habits, Comprehension
Wiley, Jennifer; Griffin, Thomas D; Jaeger, Allison J; Jarosz, Andrew F; Cushen, Patrick J; Thiede, Keith W – Grantee Submission, 2016
Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic…
Descriptors: Undergraduate Students, Metacognition, Comprehension, Accuracy
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Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D. – British Journal of Educational Psychology, 2011
Background: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and…
Descriptors: Cues, Student Attitudes, Metacognition, Memory
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Brendefur, Jonathan; Johnson, Evelyn S.; Thiede, Keith W.; Smith, Everett V.; Strother, Sam; Severson, Herbert H.; Beaulieu, John – International Journal for Research in Learning Disabilities, 2015
Students who complete kindergarten with an inadequate knowledge of basic mathematics concepts and skills will continue to experience difficulties with mathematics throughout their elementary and secondary years and may be at increased risk for math disabilities. There is a critical need to identify students experiencing difficulties in mathematics…
Descriptors: At Risk Students, Mathematics Skills, Intervention, Mathematics Instruction
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Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D. – Learning and Instruction, 2012
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a…
Descriptors: Control Groups, Concept Mapping, Grade 7, Metacognition
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Thiede, Keith W.; Redford, Joshua S.; Wiley, Jennifer; Griffin, Thomas D. – Journal of Educational Psychology, 2012
We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through 8th grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and…
Descriptors: Charter Schools, Literacy, Reading Comprehension, Educational Experience
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de Bruin, Anique B. H.; Thiede, Keith W.; Camp, Gino; Redford, Joshua – Journal of Experimental Child Psychology, 2011
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy…
Descriptors: Adults, Elementary School Students, Middle School Students, Intervention
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Thiede, Keith W.; Griffin, Thomas D.; Wiley, Jennifer; Anderson, Mary C. M. – Discourse Processes: A Multidisciplinary Journal, 2010
Two studies attempt to determine the causes of poor metacomprehension accuracy and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension…
Descriptors: Reading Comprehension, Cues, College Students, At Risk Students
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Thiede, Keith W.; Dunlosky, John; Griffin, Thomas D.; Wiley, Jennifer – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The typical finding from research on metacomprehension is that accuracy is quite low. However, recent studies have shown robust accuracy improvements when judgments follow certain generation tasks (summarizing or keyword listing) but only when these tasks are performed at a delay rather than immediately after reading (K. W. Thiede & M. C. M.…
Descriptors: Metacognition, Evaluative Thinking, Intervals, Evaluative Thinking
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Thiede, Keith W.; Anderson, Mary C. M.; Therriault, David – Journal of Educational Psychology, 2003
Metacognitive monitoring affects regulation of study, and this affects overall learning. The authors created differences in monitoring accuracy by instructing participants to generate a list of 5 keywords that captured the essence of each text. Accuracy was greater for a group that wrote keywords after a delay than for a group that wrote keywords…
Descriptors: Keywords, Metacognition, Reading Skills
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