Harmful Effects of Preexisting Inappropriate Highlighting on Reading Comprehension and Metacognitive Accuracy

Gier, Vicki S.; Kreiner, David S.; Natz-Gonzalez, Amelia

doi:10.3200/genp.136.3.287-302

Cited by 21 publications

(19 citation statements)

References 13 publications

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“…You must have them to get started. Some students prefer used books because they are a bit cheaper, which is fine, but be careful about books that are already highlighted: The book’s previous owner may not have identified the important ideas, and paying attention to poor highlighting can hurt your understanding (Silvers-Gier, Kreiner, & Natz-Gonzalez, 2009).…”

Section: Starting the Semestermentioning

confidence: 99%

Optimizing Learning in College

Putnam

Sungkhasettee

Roediger

2016

Perspect Psychol Sci

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Every fall, thousands of college students begin their first college courses, often in large lecture settings. Many students, even those who work hard, flounder. What should students be doing differently? Drawing on research in cognitive psychology and our experience as educators, we provide suggestions about how students should approach taking a course in college. We discuss time management techniques, identify the ineffective study strategies students often use, and suggest more effective strategies based on research in the lab and the classroom. In particular, we advise students to space their study sessions on a topic and to quiz themselves, as well as using other active learning strategies while reading. Our goal was to provide a framework for students to succeed in college classes.

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Section: Starting the Semestermentioning

confidence: 99%

Optimizing Learning in College

Putnam

Sungkhasettee

Roediger

2016

Perspect Psychol Sci

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“…Easy texts were lower than readers levels and difficult texts higher. Moore et al (2005) and Gier et al (2009) reinforced that manipulation of text difficulty does not affect metacomprehension accuracy in easy and difficult texts, while it is more accurate in texts of medium difficulty. This involves student's focus attention on non-relevant information in both easy and difficult texts.…”

Section: Introductionmentioning

confidence: 85%

The Impact of Text Type and Difficulty on Metacomprehension among 10th Grade Students

Alawneh

Yadak

2016

International Journal of Education and Practice

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The current experimental study aimed at identifying the effect of text type (scientific or historical) and difficulty level (difficult or easy) and their interaction on student's metacomprehension performance. A sample of 180 10 th grade female students enrolled in public schools at Alrusiafah district participated in the study; and they were distributed equally on four groups ((1) easy historical text group, (2) difficult historical text group, (3) easy scientific text group and (4) difficult scientific text group). They completed a metacomprehension pretest, read the texts assigned to them (subjects were not familiar with the texts), and then completed the metacomprehension posttest. Metacomprehension test was adapted from Moore et al. (1997);Anderson (2005) and Schmitt (1990). It included (44) items distributed on (7) dimensions. Validity and reliability of the test were insured. Statistically significant differences were found in the metacomprehension posttest in favor of groups 3 and 4, and in favor of group 4 in overall posttest. Differences are found in the metacomprehension dimensions posttest in favor of groups 3 and 4, and in groups 2 and 4 performances in metacomprehension dimensions posttest.

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“…Names for its artifacts (e.g., bookmark, highlight) and the operations learners apply to information (e.g., tag, search, review) were engineered to form an easy-to-understand lexicon describing study tactics, learning strategies, and SRL. Consider highlighting, perhaps the most popular of all study tactics (Gier, Kreiner, & Natz-Gonzalez, 2009; see also Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). Without delving further into theory about metacognition or findings of learning science about effects of spacing review sessions, learning analytics prompting adaptive variation of studying tactics can be relayed to learners in language they readily understand: I notice you don't usually review information you highlight.…”

Section: Advantages Gained With Nstudymentioning

confidence: 99%

nStudy: Software for Learning Analytics about Processes for Self-Regulated Learning

et al. 2019

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Data used in learning analytics rarely provide strong and clear signals about how learners process content. As a result, learning as a process is not clearly described for learners or for learning scientists. Gašević, Dawson, and Siemens (2015) urged data be sought that more straightforwardly describe processes in terms of events within learning episodes. They recommended building on Winne’s (1982) characterization of traces — ambient data gathered as learners study that more clearly represent which operations learners apply to which information — and his COPES model of a learning event — conditions, operations, products, evaluations, standards (Winne, 1997). We designed and describe an open source, open access, scalable software system called nStudy that responds to their challenge. nStudy gathers data that trace cognition, metacognition, and motivation as processes that are operationally captured as learners operate on information using nStudy’s tools. nStudy can be configured to support learners’ evolving self-regulated learning, a process akin to personally focused, self-directed learning science.

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Harmful Effects of Preexisting Inappropriate Highlighting on Reading Comprehension and Metacognitive Accuracy

Cited by 21 publications

References 13 publications

Optimizing Learning in College

Optimizing Learning in College

The Impact of Text Type and Difficulty on Metacomprehension among 10th Grade Students

nStudy: Software for Learning Analytics about Processes for Self-Regulated Learning

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