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Schraw, Gregory

doi:10.1023/a:1003044231033

Cited by 783 publications

(280 citation statements)

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“…Conditional knowledge is knowledge about when and why to use strategies or conditions and contexts for using strategies appropriately (Schraw & Dennison, 1994). As Schraw (1998) puts it "conditional knowledge involves knowing when, where, and why to use declarative and procedural knowledge" (p. 114).…”

Section: Introductionmentioning

confidence: 99%

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Amzil¹

2013

JEDP

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The goal of the present study was to investigate the impact of a metacognitive intervention, with explicit training in monitoring and control on college students' reading performance and metacognitive skills. The intervention that is five sessions long, used an instructional design that combines reflective dialogue, modeling, and group-practice. Effects were contrasted with an active control group who received strategy training in reading comprehension. Results showed that the experimental group gained in metacognitive skills and reading performance while the control group did not show any change from pretest to posttest. Finally, we found that within the experimental group high achievers as measured by GPA showed greater gains in reading than low achievers.

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Section: Introductionmentioning

confidence: 99%

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Amzil¹

2013

JEDP

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“…As we investigated students' movement through the three domains of metacognitive awareness (Schraw, 1998;Schraw & Dennison, 1994;Sperling, Howard, Staley, & DuBois, 2004), students became aware of important writing skills and strategies and started to become aware of how to apply those skills and strategies. However, they did not reach an awareness of when and why to apply writing skills and strategies.…”

Section: Conclusion Recommendations and Implications Metacognitive Wmentioning

confidence: 99%

“…As students' metacognitive awareness shifts, they tend to "take more initiative in writing and to self-regulate their writing by developing a personal writing process" (p. 171). Metacognitive awareness has three domains: declarative knowledge (awareness of strategies), procedural knowledge (awareness of how to apply strategies), and conditional knowledge (awareness of when and why to apply strategies; Schraw, 1998;Schraw & Dennison, 1994;Sperling, Howard, Staley, & DuBois, 2004). Therefore, metacognitive writing may also lead to awareness of three domains of metacognition in a given context.…”

Section: Introductionmentioning

confidence: 99%

Journal of Applied Communications, 2017, vol. 101, no. 1 Full Issue

Ellis¹

2017

Journal of Applied Communications

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“…Learners who have a high level of metacognition tend to plan ahead, employ specific strategies to suit their reading goal, monitor through regulating and redirecting strategies to accomplish the goal, and evaluate the strategy use (Hudson, 2007). Therefore, many researchers appear to agree that regulation of cognition involves three executive processes; planning, monitoring, and evaluation (Harris, Santangelo, & Graham, 2010;McCormick, 2003;Phakiti, 2008;Schraw, 1998) which display overt motor behaviors of regulation.…”

Section: Regulation Of Cognitionmentioning

confidence: 99%

“…First, planning includes the selection of suitable strategies and the allocation of cognitive resources to achieve a goal (Schraw, 1998). Second, monitoring refers to checking on-line comprehension or performance; involving evaluating a comprehension problem, or error, and double-checking comprehension (Phakiti, 2008).…”

Section: Regulation Of Cognitionmentioning

confidence: 99%

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Kim¹,

Cha

2015

ELT

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The primary goal of this study was to explore the changes that four Korean university students made in their regulation of cognition during reading processes. The students were trained using explicit reading strategy instruction based on the CALLA model. To this end, first, metacognition was framed and categorized by the definition from Baker and Brown (1984) and, second, a scoring scale for measuring the readers' regulation of cognition was developed based on the study by Block (1992) to examine and trace any changes in their regulation processes. For data analyses, the participants' think-aloud protocols were used. The results indicate that there were marked changes in the frequencies of their regulation processes over time. Specifically, the students' overt strategic and regulatory behaviors in a regulation process showed more flexibility and organization toward the end of the strategy training. This study suggests that students would benefit from being provided with sufficient time for practice in order to build effective regulation of cognition in reading processes and that the teacher should understand the complex nature of the regulation processes that students go through. In addition, think-aloud procedures as an instructional tool for effective strategy training was shown to be a worthwhile technique in the classroom.

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Cited by 783 publications

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The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Journal of Applied Communications, 2017, vol. 101, no. 1 Full Issue

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

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