The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis

被引：0
|
作者：
Lan, Yi-Chin [1 ]
Lo, Yu-Ling [2 ]
Hsu, Ying-Shao [3 ]
机构：
[1] Natl Taipei Univ Technol, Dept Early Childhood Educ, Taipei 106, Taiwan
[2] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA
[3] Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei, Taiwan
来源：
EDUCATIONAL TECHNOLOGY & SOCIETY | 2014年 / 17卷 / 04期
关键词：
Meta-analysis; Metacognition; Self-regulation; Reading comprehension; Computerized reading contexts; STRATEGY INSTRUCTION; TEXT COMPREHENSION; VOCABULARY; METACOGNITION; ENVIRONMENT; LEARNERS; ENGLISH;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized reading contexts. Overall, some instances of metacognitive strategy instruction tended to be more effective than others. Additionally, the effects of the instruction seemed to vary according to participants' characteristics. Drawing upon the findings of this meta-analysis, we propose recommendations for future research and practice.
引用
收藏
页码：186 / 202
页数：17
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