Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children

Autor/inn/en	de Bruin, Anique B. H.; Thiede, Keith W.; Camp, Gino; Redford, Joshua
Titel	Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children
Quelle	In: Journal of Experimental Child Psychology, 109 (2011) 3, S.294-310 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.02.005
Schlagwörter	Adults; Elementary School Students; Middle School Students; Intervention; Experiments; Information Retrieval; Comparative Analysis; Comprehension; Written Language; Telecommunications + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Erprobung; Verstehen; Verständnis; Geschriebene Sprache; Telekommunikationstechnik
Abstract	The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10