Literaturnachweis - Detailanzeige
Autor/inn/en | Cross, David R.; Paris, Scott G. |
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Titel | Developmental and Instructional Analyses of Children's Metacognition and Reading Comprehension. |
Quelle | In: Journal of Educational Psychology, 80 (1988) 2, S.131-42Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Age Differences; Child Development; Elementary School Students; Grade 3; Grade 5; Intermediate Grades; Metacognition; Multivariate Analysis; Reading Comprehension; Reading Strategies Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Multivariate Analyse; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik |
Abstract | The developing relationship between children's metacognition and reading comprehension was examined for 87 third and 84 fifth graders. Students using the experimental curriculum--Informed Strategies for Learning--made significant gains in metacognition and the use of reading strategies when compared with control students. (TJH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |