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The Effectiveness of a Metacognitive Strategy during the Reading Process on Cognitive Allocation and Subject Matter Retention

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Title: The Effectiveness of a Metacognitive Strategy during the Reading Process on Cognitive Allocation and Subject Matter Retention
Language: English
Authors: Lu, Peng, Schroeder, Savannah, Burris, Scott, Rayfield, John, Baker, Matt
Source: Journal of Agricultural Education. 2022 63(2):201-218.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Reading Comprehension, Cognitive Processes, Undergraduate Students, Scientific Concepts, Eye Movements, Measurement Equipment
Geographic Terms: Texas
DOI: 10.5032/jae.2022.02201
ISSN: 1042-0541
2162-5212
Abstract: Metacognition is an important skill required for improving students' reading comprehension ability. Studies have reported effectiveness of metacognitive reading strategies to increase reading comprehension and information retention. However, there is limited research utilizing eye-tracking technology to explore the effectiveness of metacognitive reading strategies. This experimental study utilized eye-tracking technology on 40 undergraduate students to investigate the effectiveness of a metacognitive strategy on reading comprehension outcomes. The Survey, Question, Read, Respond, Recite, Record, and Review (SQ5R) strategy was used as the metacognitive reading strategy intervention. Participants' eye movements were recorded during the reading process. Reading comprehension was assessed before and after watching the SQ5R intervention. This study revealed that participants adopted the SQ5R when reading scientific text, which enabled the students to better comprehend and retain more information. Results suggest that agricultural educators should incorporate the SQ5R metacognitive reading strategy into the design of agriscience reading materials to improve students' reading skills and their ability to comprehensively understand complex and controversial issues in agriculture.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1358136
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2022 63(2):201-218.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: 10.5032/jae.2022.02201
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  Data: Metacognition is an important skill required for improving students' reading comprehension ability. Studies have reported effectiveness of metacognitive reading strategies to increase reading comprehension and information retention. However, there is limited research utilizing eye-tracking technology to explore the effectiveness of metacognitive reading strategies. This experimental study utilized eye-tracking technology on 40 undergraduate students to investigate the effectiveness of a metacognitive strategy on reading comprehension outcomes. The Survey, Question, Read, Respond, Recite, Record, and Review (SQ5R) strategy was used as the metacognitive reading strategy intervention. Participants' eye movements were recorded during the reading process. Reading comprehension was assessed before and after watching the SQ5R intervention. This study revealed that participants adopted the SQ5R when reading scientific text, which enabled the students to better comprehend and retain more information. Results suggest that agricultural educators should incorporate the SQ5R metacognitive reading strategy into the design of agriscience reading materials to improve students' reading skills and their ability to comprehensively understand complex and controversial issues in agriculture.
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        Value: 10.5032/jae.2022.02201
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 201
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Eye Movements
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      – SubjectFull: Measurement Equipment
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      – SubjectFull: Texas
        Type: general
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      – TitleFull: The Effectiveness of a Metacognitive Strategy during the Reading Process on Cognitive Allocation and Subject Matter Retention
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