Recognition to Recall: Self-Questioning to Enhance Students' Metacognition of Organization and Demands of Text.

Autor/in	Tomlinson, Louise M.
Titel	Recognition to Recall: Self-Questioning to Enhance Students' Metacognition of Organization and Demands of Text.
Quelle	(1987), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Content Area Reading; Higher Education; Metacognition; Questioning Techniques; Reader Response; Reader Text Relationship; Reading Research; Reading Strategies; Recall (Psychology); Remedial Reading; Study Skills + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Befragungstechnik; Fragetechnik; Leserbrief; Leseforschung; Reading strategy; Leselernstufe; Lesetechnik; Abberufung; Leseförderung; Studientechnik
Abstract	A study examined an approach to assisting students in increasing their awareness of the organization and demands of text during the survey process of SQ3R (Survey, Question, Read, Review, Recite). Twenty-seven college freshmen in a developmental reading course, were (1) introduced to the concept of SQ3R, (2) given instruction on types and uses of organizational aides in content area textbooks, (3) taught to inventory presence and absence of visual and instructional aids, and (4) involved in self-questioning by responding to alternate forms (recognition/recall) of a questionnaire that focused on presence and absence of aids and the selection of study strategies to use in a content area text chapter. Results showed that repeated trials of the self-questioning approach enhanced awareness of organizational aids in content area texts. In addition, there was a significant transfer of accuracy in responses from the recognition questionnaire to the recall questionnaire, and subjects' awareness of organizational aids in texts was maintained and improved with repetition of the procedure. Although subjects who were more accurate in their awareness of the presence or absence of organizational aids chose active study strategies more often than did those who were less accurate, the effectiveness and diversity in appropriate strategy selection increased for both groups. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC