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ERIC Number: EJ919448
Record Type: Journal
Publication Date: 2011-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0965
Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children
de Bruin, Anique B. H.; Thiede, Keith W.; Camp, Gino; Redford, Joshua
Journal of Experimental Child Psychology, v109 n3 p294-310 Jul 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 for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B070460