Instruction in Reading Comprehension for Primary-Grade Students

Williams, Joanna P.

doi:10.1177/00224669050390010201

Cited by 124 publications

(140 citation statements)

References 31 publications

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“…One's metacognition activities are unique and difficult to measure (Akturk & Sahin, 2011;Williams & Atkins, 2009). It is therefore necessary to make an assessment that allows the individual to know about himself in order to determine his way of thinking and how to do something.…”

Section: Introductionmentioning

confidence: 99%

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Pantiwati¹,

Husamah²

2017

INT J INSTRUCTION

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Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population comprised students attending Natural Science course in Faculty of Teacher Training and Education, University of Muhammadiyah Malang; while the samples were all members of the population taken by means of saturation sampling technique. The technique of data collection was by means of Schraw and Dennison MAI (Metacognition Awareness Instrument), written test, and document analysis. The result path analysis showed: 1) there are influences of self and peer assessment in active learning towards awareness of Metacognition and cognitive ability; 2) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on Metacognition awareness; 3) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on cognitive variables; and 4) metacognitive awareness variables have a direct contribution to cognitive variables that are the influence of factors outside the metacognitive awareness variable.

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Section: Introductionmentioning

confidence: 99%

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Pantiwati¹,

Husamah²

2017

INT J INSTRUCTION

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“…Más allá de la complejidad del constructo de metacognición, exis te un aparente acuerdo en cuanto a lo que significa la habilidad en sí misma. Sin embargo, todavía continúa siendo un tema de debate cuál es el método más eficaz para intervenir y mejorar la comprensión lectora a comprensión de textos en entornos sociales desfavorecidos InterdIscIplInarIa, 2016, 33, 1, 111-128 partir de esta perspectiva metacognitiva (cf., MacKeown & Beck, 2009;Williams & Grant Atkins, 2009). Incluso se ha discutido mucho el verdadero efecto de las intervenciones basadas en metacognición bajo la crítica de que se enseña al niño más sobre qué es la lectura que acerca de cómo leer (y comprender) adecuadamente.…”

Section: Implementación Del Programa De Entrenamientounclassified

Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención en la habilidad para detectar errores e incongruencias en textos escritos

Cartoceti¹,

Abusamra²,

Béni³

et al. 2017

Interd

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ResUmenLa comprensión de textos es una de las competencias fundamentales para el desarrollo social y educativo de los seres humanos y constituye un tema esencial en la agenda educativa. Sin embargo, el estudio y la sistematización de los efectos de programas que buscan mejorar la comprensión lectora, sobre todo en el caso de alumnos pertenecientes a entornos sociales desfavorecidos, son todavía escasos. Se presentan los resultados de una intervención realizada en un grupo de alumnos de primero y segundo año de nivel medio y de contexto desfavorecido de una escuela de gestión social de la Provincia de Buenos Aires (Argentina). Dicha intervención estuvo basada en la habilidad metacognitiva de detectar errores e incongruencias, fundamental para el proceso de comprensión de un texto. Inicialmente fueron evaluados 50 adolescentes con un test de eficacia lectora, una prueba estandarizada de comprensión de textos y una prueba específica que evalúa la habilidad de detectar errores e incongruencias. Se conformó un grupo control con 23 participantes y un grupo experimental con los 27 restantes. El entrenamiento se llevó a cabo durante tres meses, con una frecuencia de una hora semanal y una vez finalizado, ambos grupos fueron reevaluados. Los resultados muestran un efecto positivo de la in- InterdIscIplInarIa, 2016, 33, 1, 111-128 111 comprensión de textos en contextos desfavorecidos: el efecto de un programa de intervención en la habilidad para detectar errores e incongruencias en textos escritos* reading comprehension in deprived social backgrounds: the effect of an intervention program based on the ability to detect errors and inconsistencies in written texts

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“…At the same time, they are harder to understand compared to narrative texts since they have different structures (Williams, 2005).…”

Section: Teaching Informative Textsmentioning

confidence: 99%

“…Compare and contrast 5. Problem solving (Gunning, 2005;Meyer,1985, as cited in Moss, 2004Rozmiarek, 2006;Simonsen 2004;Temple et al 2005;Vacca & Vacca, 2005;Williams, 2005).…”

Section: Teaching Informative Textsmentioning

confidence: 99%

The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

Sulak¹,

Güneş

2017

iejee

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This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4 th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model.

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Instruction in Reading Comprehension for Primary-Grade Students

Cited by 124 publications

References 31 publications

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Comprensión de textos en contextos desfavorecidos: El efecto de un programa de intervención en la habilidad para detectar errores e incongruencias en textos escritos

The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

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