Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

Reshadi-Gajan, Elnaz; Assadi, Nader; Asl, Hanieh Davatgari

doi:10.1177/0735633120937437

Cited by 6 publications

(2 citation statements)

References 80 publications

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“…In the same sense, Gutiérrez and Ruíz [44] investigated the effects of training in metacognitive reading strategies in two educational contexts of Spanish students, the group that carried out the strategic training obtained better scores, highlighting the importance of strategies in the understanding of The texts. Likewise, Reshadi-Gajan et al [45] to improve reading comprehension in English in Iranian students used a computerized RMSA system with significant results. Also, Çakıcı [46] emphasizes the need to use metacognitive strategies in students as a skill to improve reading comprehension in English.…”

Section: Resultsmentioning

confidence: 99%

Metacognitive Strategies for Reading Comprehension in Basic Education Students

Navarro

2021

AJESS

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The objective of this review article was to determine how metacognitive strategies improve reading comprehension in Basic Education students, for which it was proposed to search for and select the recent scientific investigations regarding metacognitive strategies and reading comprehension. Sixty papers published between 2015 and 2020 in indexed journals that address metacognitive strategies and reading comprehension were analyzed. For the choice of articles, four tables were used aligned to what was established in the flow diagram of the Prisma protocol. It was found that 70% of articles were based on metacognition theory, 15% on constructivist theory and the other 15% on other theories. It was evidenced that 50% of the studies belong to South America, while 25% to Asia and 25% to Europe. Metacognitive strategies help improve reading comprehension in elementary school students, favor self-regulation during the reading process. The role of teachers is very important for the use of appropriate and diverse strategies, techniques in order to strengthen learning and reading comprehension. The problem of reading comprehension is also manifested in the study of foreign languages. The application of metacognitive strategies programs or workshops highly favored reading comprehension, and their application in the reading development phases were planning, supervision and evaluation, which helped to significantly improve the comprehension of texts.

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Section: Resultsmentioning

confidence: 99%

Metacognitive Strategies for Reading Comprehension in Basic Education Students

Navarro

2021

AJESS

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“…Earlier studies have shown that the CRI learning model can reduce students' misconception of complex concepts [39]. Additionally, the RT method can improve readingmetacognitive strategy awareness [40], mathematical logic [41], mathematical connection ability [13], impact self-regulation [42], and improving the students abilities [43]. On the other hand, no research integrates CRI and RT using mastery concepts.…”

Section: Figurementioning

confidence: 99%

Reciprocal Teaching and Certainly of Response Index Learning Model Impact of Mastery Mathematics on Curriculum 2013

Maskur¹,

Suherman²,

Andari³

et al. 2022

P Sci Edu

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The problem and the aim of the study. In mathematics, the concept of mathematical mastery is essential. However, students' conceptual mastery of mathematics in curriculum 2013 (K-13) remains deficient. As a result, teachers must emphasize mathematical mastery in their instruction. Learning mathematics in a classroom, on the other hand, continues to face several challenges, including students' perceptions that mathematics is complex and uninteresting. Furthermore, mathematics performance scores in PISA lower than the OECD average. To tackle this phenomenon, improved mastery mathematics can be achieved using the Certainly of Response Index (CRI) and Reciprocal teaching (RT) learning models. Furthermore, this study aimed to compare the learning models of CRI and RT to mastery of mathematics, then determine which of the two learning models is more effective at improving students' mathematical mastery. Research methods. This method used is a quasi-experiment using a nonequivalent control group design. Essay questions were used with the angles and triangles material in both the pretest and post-tests. Cluster random sampling was used in this study to select participants at Secondary School Darul 'Amal of Metro, Lampung, Indonesia, consisting of 33 students’ both experimental class I (CRI learning model) and experimental class II (RT learning model). A t-test was used to test the hypothesis using statistical analysis SPSS software 25 and effect size to perform the learning model's effectiveness. Results. To test for normality and homogeneity, a significance level (α) of 0.05 should be used when conducting hypothesis testing. The average pretest and posttest scores of 50.17 and 82.23, respectively, in experiment 1 and 2. The normality and homogeneity of the pretest and posttest in both teaching model experiment class I and experiment class II are acceptable. The application of experiment I and Experiment II with sig value was 0.220 and 0.133, respectively, this indicates that the sample was drawn from a normally distributed population with a level of significance of 0.05. Using Levene's homogeneity of variance test, the angle and triangle test data were normally distributed, with a sig value of 0.517 for pretest and post-test was 0.531, the highest value above the 0.05. Based on the hypothetical test analysis, that tcalculate > ttable (3.86 > 1.99) indicates differences between the learning models used in experiments I and II. Additionally, the effect size score was 0.88 with high criteria. In conclusion, the CRI learning model and the RT learning model differ in mathematical mastery. The Effect Size test result was 0.88 in the high category. Based on the results, the CRI model has a greater impact on math mastery than the RT models. It is concluded that the CRI model can be used as an alternative solution for teaching and learning.

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