Bibliographic Details
| Title: |
The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis. |
| 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] |
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| Database: |
Education Research Complete |
