The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis.
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| Title: | The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis. |
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| Authors: | Yi-Chin Lan1 lollipop0913@gmail.com, Yu-Ling Lo2 jssabrinalo@gmail.com, Ying-Shao Hsu3 yshsu@ntnu.edu.tw |
| Source: | Educational Technology & Society. Oct2014, Vol. 17 Issue 4, p186-202. 17p. |
| Subject Terms: | *Metacognition, *Cognitive learning, *Reading comprehension, *Computer assisted reading instruction, *Reading research, *Effective teaching |
| Abstract: | Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized reading contexts. Overall, some instances of metacognitive strategy instruction tended to be more effective than others. Additionally, the effects of the instruction seemed to vary according to participants' characteristics. Drawing upon the findings of this meta-analysis, we propose recommendations for future research and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 99574666 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yi-Chin+Lan%22">Yi-Chin Lan</searchLink><relatesTo>1</relatesTo><i> lollipop0913@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Yu-Ling+Lo%22">Yu-Ling Lo</searchLink><relatesTo>2</relatesTo><i> jssabrinalo@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ying-Shao+Hsu%22">Ying-Shao Hsu</searchLink><relatesTo>3</relatesTo><i> yshsu@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2014, Vol. 17 Issue 4, p186-202. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+reading+instruction%22">Computer assisted reading instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+research%22">Reading research</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized reading contexts. Overall, some instances of metacognitive strategy instruction tended to be more effective than others. Additionally, the effects of the instruction seemed to vary according to participants' characteristics. Drawing upon the findings of this meta-analysis, we propose recommendations for future research and practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 186 Subjects: – SubjectFull: Metacognition Type: general – SubjectFull: Cognitive learning Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Computer assisted reading instruction Type: general – SubjectFull: Reading research Type: general – SubjectFull: Effective teaching Type: general Titles: – TitleFull: The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yi-Chin Lan – PersonEntity: Name: NameFull: Yu-Ling Lo – PersonEntity: Name: NameFull: Ying-Shao Hsu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
