'Supporting Socially Shared Regulation during Collaborative Task-Oriented Reading'

Autor/inn/en	Kielstra, Jolique; Molenaar, Inge; van Steensel, Roel; Verhoeven, Ludo
Titel	'Supporting Socially Shared Regulation during Collaborative Task-Oriented Reading'
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 1, S.65-105 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kielstra, Jolique) ORCID (Molenaar, Inge) ORCID (van Steensel, Roel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09365-x
Schlagwörter	Task Analysis; Reading Processes; Cooperative Learning; Scripts; Reading Strategies; Secondary School Students; Metacognition + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Leseprozess; Kooperatives Lernen; Skript; Reading strategy; Leselernstufe; Lesetechnik; Sekundarschüler; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This study examined how to improve students' regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task perception, strategy selection, and strategy reflection. This study aimed to examine the depth and socially sharedness of metacognitive regulation when working with a collaboration script among 44 prevocational secondary school students working in groups of four. In addition, we examined the consequent improvement of individual task representation, strategy selection, and strategy reflection after working with the script. The analysis of group discussions indicated that the collaboration script facilitated mainly low-level metacognitive regulation of TOR. However, after working with the script, students did improve their ability to determine a correct representation of a high-level task and to reflect on the most appropriate reading strategy for these tasks. Hence, we concluded that the 'Y-read?' collaboration script did elicit shared regulation during TOR. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01