How to teach comparison processing to increase children's short- and long-term listening comprehension monitoring.

Elliott-Faust, Darlene J.; Pressley, Michael

doi:10.1037//0022-0663.78.1.27

Journal of Educational Psychology

1986

DOI: 10.1037//0022-0663.78.1.27

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How to teach comparison processing to increase children's short- and long-term listening comprehension monitoring.

Darlene J. Elliott-Faust¹,

Michael Pressley²

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Teaching of Subject Matter

Mayer

2004

Annu. Rev. Psychol.

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Psychology of subject matter refers to the scientific study of learning and instruction within school subjects. The growing research literature on teaching and learning of school subjects represents one of educational psychology's most productive accomplishments of the past two decades. The purpose of this chapter is to examine representative advances in the psychology of subject matter, including how people learn to read words, comprehend printed passages, write compositions, solve arithmetic word problems, and understand how scientific systems work. The introduction provides a historical overview of how to promote transfer and is followed by reviews of representative research in learning and teaching of reading fluency, reading comprehension, writing, mathematics, and science.

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Teaching of Subject Matter

Mayer

2004

Annu. Rev. Psychol.

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Forrest-Presley and Waller (1984) Concluded that Metacognition About Reading Is Related to Reading Performance: A comment About Jacobs and Paris (1987)

Forrest-Pressley¹,

Waller²,

Pressley³

1989

Educational Psychologist

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Developing Self-Regulated Learners: The Role of Private Speech and Self-Instructions

Harris¹

1990

Educational Psychologist

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How to teach comparison processing to increase children's short- and long-term listening comprehension monitoring.

Cited by 4 publications

References 0 publications

Teaching of Subject Matter

Teaching of Subject Matter

Forrest-Presley and Waller (1984) Concluded that Metacognition About Reading Is Related to Reading Performance: A comment About Jacobs and Paris (1987)

Developing Self-Regulated Learners: The Role of Private Speech and Self-Instructions

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