Download or read book The Effect of Prior Knowledge and Metamemory on the Acquisition of a Reading Comprehension Strategy written by Jane F. Gaultney and published by . This book was released on 1992 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Prior Knowledge and Comprehension written by Elizabeth Susan Haight and published by . This book was released on 2000 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Reading Comprehension Through Prior Knowledge Acquisition Via Digital Game Based Learning written by Julie Hooker Forbess and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As a result of the Tennessee Diploma Project, Tennessee students must meet ACT standards in order to achieve high school graduation. However, the reading level of the ACT is beyond that of many average students enrolled in high school. The reading section of the ACT in fact, utilizes many excerpts from classic literature. Classic literature is also included on the reading lists of most school systems across Tennessee as well as the entire country. Many students are unable to connect to the characters and contexts of classic literature because they lack the necessary prior knowledge to make this type of literature meaningful. This study was designed to look at whether prior knowledge could be provided through classroom experiences in order to aid in the reading process. Research about the reading process reveals that it is an information processing cycle wherein information about new text is matched to what the learner already knows and then is processed and stored. In fact, readers with poorly organized prior knowledge may make invalid connections between prior knowledge and new material. Therefore, to supply prior knowledge to participants, they played a commercial off-the-shelf video game to gain familiarity with the genre of detective fiction and more specifically, with the characters and typical plot and settings of Victorian era detective stories. Game play was used in conjunction with meta-cognitive activities to promote transfer from playing the game to reading the literary selection. It was theorized that this prior knowledge took the form of temporary models or scaffolds and provided a temporary model of the genre and the literary elements of a particular type of literature. Since the transfer of the prior knowledge was critical, near and far transfer of the information from the video game to the literature was also examined. Although all results were non-significant, questions were raised about instructional strategies that address prior knowledge and transfer.

Download or read book What Reading Research Tells Us About Children With Diverse Learning Needs written by Deborah C. Simmons and published by Routledge. This book was released on 1998-09-01 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.

Download or read book Learning and Comprehension of Text written by Heinz Mandl and published by . This book was released on 1984 with total page 488 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 493 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 Reading Expository Material written by Wayne Otto and published by Elsevier. This book was released on 2014-01-01 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading Expository Material focuses on the techniques on how to apply the skills in reading tasks outside of formal reading instruction. This book explores the problems related to skill application that are encountered by reading specialists and educators. Organized into six parts encompassing 17 chapters, this book starts with an overview of the categories of the study, including the reader, the text, and the interaction of reader with text. This text then examines the readers' metacognitive development, the development of study skills, and learning strategies. Other chapters explore the concept of knowledge and explain how knowledge comes into play in the process of perception and comprehension. This book discusses as well the developments in cognitive psychology and in artificial intelligence. The final chapter reviews how to enable teachers in the classroom to deal more realistically with the facts of a reader–text interaction. Reading specialists, researchers, and educators with an interest in the teaching of and learning from expository materials will find this book useful.

Download or read book Cognitive Strategy Instruction that Really Improves Children s Academic Performance written by Michael Pressley and published by . This book was released on 1995 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenst strategies to improve competence in the academic skill and content areas, such as decoding, spelling, writing, science and mathematics. For elementary and middle schools.

Download or read book Effects of Activating Prior Knowledge as a Strategy on Reading Comprehension in Second GradE Students written by and published by . This book was released on 2000 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Memory Development from Early Childhood Through Emerging Adulthood written by Wolfgang Schneider and published by Springer. This book was released on 2014-09-03 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on decades of established research findings in cognitive and developmental psychology, this volume explores and integrates the leading scientific advances into infancy and brain-memory linkages as well as autobiographical and strategic memory. In addition, given that the predominantly classic research on memory development has recently been complemented by more cutting-edge applied research (e.g., eyewitness memory, memory development in educational contexts) in recent years, this volume also provides in-depth and up-to-date coverage of these emerging areas of study.

Download or read book Metacognition and Reading Comprehension written by Ruth Garner and published by Praeger. This book was released on 1987 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental psychologists have been interested in metacognitive phenomena since the early 1970s, while reading researchers have been interested in awareness, monitoring, and strategy use for text-processing as part of a shift in focus from text factors to reader factors in reading. A great many research studies have been conducted by psychologists and reading researchers under the rubric of metacognition. Unlike other chapters fom some edited books which present only syntheses of this burgeoning research literature, this volume not only presents the literature but provides analysis about its usefulness for researchers and practitioners. It also presents a discussion of important methodological dilemmas within these research literatures.

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2002 with total page 602 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Activating Prior Knowledge as a Strategy on Reading Comprehension in Second Grad Students written by Kelli M. Millsap and published by . This book was released on 2000 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Children s Strategies written by David F. Bjorklund and published by Psychology Press. This book was released on 2013-05-13 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the issues central to both classic and contemporary theories of cognitive development is children's goal-directed behavior, which is typically investigated in terms of strategies. This book brings together in one volume the latest research and theory regarding the development of children's strategies for a variety of cognitive tasks. Opening with a history of strategy development research and concluding with a chapter that integrates the diversity of ideas expressed by the contributors, Children's Strategies offers intervening chapters that examine strategy development for attention, analogical reasoning, mathematics, memory, reading, and problem solving in infancy. Although there is much common ground shared by the various contributors to this volume, there is no consensus concerning what exactly a strategy is. This mixture of consensus and disagreement reflects both the explosion of research in this area since the late 1960's and the complexity of the issues involved. It also reflects the fact that this is a topic that is very much alive in cognitive circles, one that will continue to stimulate research for years to come. The papers in this volume describe current research and theory concerning the development of children's strategies for handling a variety of cognitive tasks. After providing a historical view of the concept of strategies in cognitive development, the book highlights many of the issues of concern to contemporary developmental psychologists interested in strategies. The issues discussed include problem solving in infancy, memory, selective attention, mathematics, analogical reasoning, and reading.

Download or read book The Development of Memory in Infancy and Childhood written by Mary L. Courage and published by Psychology Press. This book was released on 2008-09-08 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Human memory is not only the repository of our past but the essence of who we are. As such, it is of enduring fascination. We marvel at its resilience in some situations and its fragility in others. The origin of this extraordinary cognitive capacity in infancy and childhood is the focus of vigorous research and debate as we seek to understand the record of our earliest beginnings. The first edition of this volume, The Development of Memory in Childhood, documented the state-of-the-art science of memory development a decade ago. This new edition, The Development of Memory in Infancy and Childhood, provides a thorough update and expansion of the previous text and offers reviews of new research on significant themes and ideas that have emerged since then. Topics include basic memory processes in infants and toddlers, the cognitive neuroscience of memory development, the cognitive and social factors that underlie our memory for implicit and explicit events, autobiographical memory and infantile amnesia, working memory, the role of strategies and knowledge in driving memory development, and the impact of stress and emotion on these basic processes. The book also includes applications of basic memory processes to a variety of real world settings from the courtroom to the classroom. Including contributions from many of the best researchers in the field, this classic yet contemporary volume will appeal to senior undergraduate and graduate students of developmental and cognitive psychology as well as to developmental psychologists who want a compendium of current reviews on key topics in memory development.

Download or read book Handbook of Individual Differences in Reading written by Peter Afflerbach and published by Routledge. This book was released on 2015-08-11 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.

Download or read book Reading for Understanding written by Ulla-Britt Persson and published by . This book was released on 1994 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: A book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were either good or poor comprehenders as defined by a combination of a reading test and teacher ratings. Data collection consisted of semi-structured interviews and the recall of three texts with different structures. Results indicted that: (1) good readers organized their knowledge and used it appropriately; (2) good readers' cognitive and metacognitive abilities were well integrated, whereas the pattern of functions in poor readers seemed distorted; (3) poor readers were less confident than good readers--they regarded themselves as poor learners and their verbal responses were less elaborate; (4) poor readers' decoding was often not automatic, leaving less capacity for comprehension; (5) the gap between good and poor readers widened from grade 5 to grade 8, as more independent reading was expected of students; and (6) the younger students believed they would improve, the older students lost interest in studies. Findings suggest that poor and good readers differ in the way they process text information and monitor their cognitive functions. (Contains over 200 references in addition to 19 tables and 5 figures of data. Appendixes present the interview questionnaire, examples of categorizations, the texts, and sample student responses.) (rs).