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1.
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of
the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser
(Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and
make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed
that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance
than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains
in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring
training at the elementary school level are discussed.
相似文献
Jessica D. HuffEmail: |
2.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
3.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This
affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of
dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children
participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire
(Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after
the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can
bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is
significantly greater than that achieved by watching a film about dyslexia. 相似文献
4.
Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom
intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into
question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures
(i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered
three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent
multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked
students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores.
Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud
data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective
self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures
for researchers who wish to study strategy use in reading comprehension. 相似文献
5.
Jia-ling Charlene Yau 《Metacognition and Learning》2009,4(3):217-235
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading
among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated
in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading
comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative
analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2,
English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading,
whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis
is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style
of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading
universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998). 相似文献
6.
7.
We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education,
7:6–10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that
the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different
types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations
among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies.
We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical
understanding of how component skills influence reading comprehension level. 相似文献
8.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable
adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background
knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from
multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent
contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed
the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations
of the observed relations between motivation, cognitive variables, and reading comprehension are presented. 相似文献
9.
Richard E. Mayer Andrew T. Stull Julie Campbell Kevin Almeroth Bruce Bimber Dorothy Chun Allan Knight 《Educational Psychology Review》2007,19(4):443-454
The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards
over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper
division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported
and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé,
& Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological
research.
相似文献
Richard E. MayerEmail: |
10.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
11.
Daphne Greenberg Hye Kyeong Pae Robin D. Morris Mary Beth Calhoon Alice O. Nanda 《Annals of dyslexia》2009,59(2):133-149
There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized
on children are frequently administered. This study addressed the complexities and problems of using a test normed on children
to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade
equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests—Fourth
Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have
difficulty reading when children’s norm-referenced tests are administered. 相似文献
12.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2012,34(1):72-86
This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling
students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity
(RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation
did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity
and multicultural issues when supervising international students, including acculturation issues and their impact on students’
performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international
counseling students. 相似文献
13.
Jesse L. Hawke Sally J. Wadsworth Richard K. Olson John C. DeFries 《Reading and writing》2007,20(1-2):13-25
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired
samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N = 737 pairs), −1.5 (N = 654), −2 (N = 468), −2.5 (N = 335), and −3 (N = 198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children
with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity
(viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h
g2) and shared environmental influences (c
g2) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that
provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences
for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading
difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental
influences contribute to reading difficulties in males and females, irrespective of severity. 相似文献
14.
Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study 总被引:2,自引:0,他引:2
Soonhye Park Jeong-Yoon Jang Ying-Chih Chen Jinhong Jung 《Research in Science Education》2011,41(2):245-260
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary
body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation
between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers.
Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score
is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed. 相似文献
15.
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties 总被引:2,自引:0,他引:2
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement ([`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([`(d)] \overline d = 0.49), morphological awareness ([`(d)] \overline d = 0.40), vocabulary ([`(d)] \overline d = 0.40), reading comprehension ([`(d)] \overline d = 0.24), and spelling ([`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. 相似文献
16.
In this study, reciprocal teaching (RT) was combined with specific self-regulation procedures to promote the reading comprehension of fifth grade students. Twenty four classes with N = 534 students were assigned to RT plus strategy implementation procedures (RT + SIP), RT plus outcome regulation procedures (RT + ORP), RT plus strategy implementation and outcome regulation procedures (RT + SRL), or RT without explicit instruction in self-regulation. At maintenance students assigned to the three self-regulation conditions outperformed RT students according to a standardized measure of reading comprehension. RT + SIP and RT + SRL students outperformed RT as well as RT + ORP students using a measure of reading strategy performance. However, reading comprehension was only mediated by strategy performance under the RT + SRL condition. Among students assigned to the RT + ORP condition, an improvement in reading motivation between pretest and posttest and between posttest and maintenance was observed. 相似文献
17.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
相似文献
Paul MillerEmail: |
18.
William Medina-Jerez Kyndra V. Middleton Walter Orihuela-Rabaza 《International Journal of Science and Mathematics Education》2011,9(3):657-690
The way in which students view science and its practitioners, particularly during their late elementary and early secondary
grade levels, has been at the core of numerous studies dating back to research by Mead & Metraux (Science 126:384–390, 1957). In this study, we used the Draw-a-Scientist Test Checklist developed by Finson, Beaver & Cramond (Sch Sci Math 95(4):195–205,
1995) to explore and document Colombian and Bolivian students’ perceptions of scientists. Despite the wealth of information from
years of study, there is a lack of research on images held by students in Latin American nations. This study involved Colombian
and Bolivian students (N = 1,017) in 5th to 11th grades and was aimed at providing an original account of how these students picture scientists and
science. Results suggest differences on how students perceive scientists based on nationality, grade and school type. We discuss
how features may be associated with educational and socioeconomic status in each school community. 相似文献
19.
Anita Iaquinta 《Early Childhood Education Journal》2006,33(6):413-418
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002). 相似文献
20.