Download or read book Examining the Relationship Between Self efficacy and Metacomprehension Strategy Usage in Fourth and Fifth grade Students in Reading written by Paula I. Clark and published by . This book was released on 2012 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students written by Margaret McCown and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
Download or read book Comprehension Instruction Third Edition written by Sheri R. Parris and published by Guilford Publications. This book was released on 2015-06-18 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition Incorporates the latest research and instructional practices. Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. Chapters on teaching fiction and informational texts in the secondary grades. Expanded coverage of multimodal literacy learning. Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Download or read book Resources in Education written by and published by . This book was released on 1991 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognition in Literacy Learning written by Susan E. Israel and published by Routledge. This book was released on 2006-06-17 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Download or read book Handbook of Psychology Educational Psychology written by Irving B. Weiner and published by John Wiley & Sons. This book was released on 2012-10-05 with total page 626 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1986 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Self Efficacy in Fifth Grade Art Students Through Authentic Assessments and Self Regulating Strategies written by Hannah Richardson and published by . This book was released on 2017 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors that influence the development of a child's self-efficacy. The study measures the development of self-efficacy over a two-month period, after a Studio Habits of Mind (Hetland, et al., 2013) Checklist and self-regulating strategies have been integrated into the curriculum. Data is collected through the use of pre-and post- metacognitive surveys, the Studio Habits of Mind (Hetland, et al., 2013) Checklist, observations, and post- interviews. The data collected from the pre- and post- metacognitive surveys is inconclusive. The other data collected through student written and verbal statements, conversations, and interviews demonstrates that by creating a classroom environment that incorporates the Studio Habits of Mind (Hetland, et al., 2013) students' self-efficacy can be improved. This study then outlines specific assessment and instructional strategies that can help teachers incorporate the Studio Habits of Mind (Hetland, et al., 2013) into any elementary art program. Appendices include: (1) Student Metacognitive Awareness Inventory; (2) Protocol for Distributing Metacognitive Survey; (3) Teacher Observations of Student Metacognitive Awareness Inventory; (4) Studio Habits of Mind Checklist; (5) Interview Protocol Form; (6) Parental Consent Form for Participation in Research: Media Elementary School; (7) Research Site Support Form: Media Elementary School; (8) Parental Consent Form for Participation in Research: Rose Tree Elementary School; (9) Research Site Support Form: Rose Tree Elementary School; (10) Teacher Consent Form; (11) Unit Plan: Underwater Value Scales; (12) Pre-Planning Reflection Questions; and (13) Reflective Worksheet.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1989 with total page 1370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Casual comparative Study of the Relationship of Fifth Graders Perceived Self efficacy and Achievement Measures in Reading and Language Arts written by Ronald Dow Blue and published by . This book was released on 2010 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Readers Parallel Text Construction While Talking and Thinking about the Reading Process written by Teresa Langford Folger and published by . This book was released on 2001 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many researchers urge a concentration of literal, phonetic decoding of text as a panacea for reading difficulties. Others advise a more reader-centered, metacognitive approach to ensure the long-term practice of reading and to work towards useful problem-solving skills. Examination of readers' parallel text construction in a metacognitive context clarifies the debate. This study's purpose is twofold: (1) describe what readers say, do, and report thinking about reading while creating meaning from text, and (2) explore this construction in a metacognitive setting. The participants were two elementary grade students attending a summer school session in a small, rural school district. Reading interviews, miscue analysis, retrospective miscue analysis (RMA), and reflective silent reading (RSR) activities were conducted during eight sessions over four weeks. Participants' models of reading, metacognition and their parallel text construction in relation to the author's text are discussed. Results conclude that the third and fourth grade participants used their knowledge of language at word, sentence, and story levels, connections to their own experiences, and visualizing from the text or illustrations to construct parallel text. Both participants, to different degrees, moved away from dependence on decoding words phonetically. Both readers talked about their thinking during miscue discussions and while reflecting as they read silently. Talk revealed increasing self-efficacy and adoption of researcher roles. Interview data revealed increase in strategy use and movement towards a broader model of reading. Implications include increasing awareness of the reading process through explicit modeling, group discussion, and revaluing the reader's role. Classroom use of RMA-adapted procedures and think-aloud activities are recommended.
Download or read book Handbook of Reading Research written by P. David Pearson and published by . This book was released on 1984 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.
Download or read book Reading Comprehension Metacognitive Strategies and Critical Thinking written by Delilah Shotts and published by . This book was released on 1988 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of the LEARN Reading Comprehension Strategy on Fourth and Fifth Grade Students Learning of Science Information written by Kerry Holmes and published by . This book was released on 2000 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognition Theory as Related to Reading Strategies and Reading Comprehension at the Fifth Grade Level written by Laci Sharyl Coppins and published by . This book was released on 2008 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship of Attention to Comprehension and Metacomprehension Processes written by Aaron Y. Wong and published by . This book was released on 2020 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: During reading, readers engage in comprehension and metacognitive processes. When problems in integrating the current information with the situation model occur, readers tend to make regressions—backward eye movements—to find information in prior text to resolve the problem (Schotter et al., 2014). Prior research suggests that cues related to regressions are used when making metacomprehension judgments. The usage of these cues may be influenced by a person’s ability to attend to comprehension processes during reading. The current study examined the relationship between comprehension and metacomprehension processes by using regressions as a measure of online monitoring. Experiment 1 examined how attention to end-of-sentence regressions affected the usage of cues related to regressions. During reading, participants heard tones when an end-of-sentence regression was made, random tones, or did not hear tones. Participants in the random tone condition were less likely to use cues related to regressions than participants that did not hear any tones. Experiment 2 examined how awareness of comprehension difficulties and working memory affected the usage of cues related to regressions when making metacomprehension judgments. During reading, participants performed a secondary task that influenced the ability to attend to comprehension processes. Participants also completed working memory tasks. Participants in the distracted condition were less likely to use cues related to regressions than participants in the control condition. In addition, participants with low attentional control were more likely to use cues related to regressions than participants with high attentional control. The findings suggest that attention to comprehension processes and working memory play an important role in the relationship between comprehension and metacomprehension.
