The level of metacognitive knowledge within reading comprehension: quasi-experimental research
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F18%3A43893174" target="_blank" >RIV/44555601:13430/18:43893174 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.21125/inted.2018.1191" target="_blank" >http://dx.doi.org/10.21125/inted.2018.1191</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/inted.2018.1191" target="_blank" >10.21125/inted.2018.1191</a>
Alternative languages
Result language
angličtina
Original language name
The level of metacognitive knowledge within reading comprehension: quasi-experimental research
Original language description
The article focuses on the field of reading comprehension and metacognitive knowledge. Working as a stable part of metacognition, the development of metacognitive knowledge starts earlier compared to the metacognitive regulation. Therefore, metacognitive knowledge is the starting point for considering the relative effectiveness of the strategy in relation to (a) the learner, (b) task requirements and (c) other strategies available through declarative memory. Metacognitive knowledge enables to explore a wide scale of strategic tools towards applying adaptive and flexible strategies, even under completely new and still unknown conditions. The main objective of the metacognitive knowledge research was to discover whether the type of educational programme and relating strategies provide impact on the level of learner's metacognitive knowledge. Differences were expected in work with text (particularly in reading comprehension). The research methodology followed the quasi-experimental design with total amount of 824 learners; 699 learners attended general primary schools, 125 of them were educated in schools implementing the Reading and Writing for Critical Thinking (RWCT) programme. The results verified our expectations that the type of educational programme made impact on the level of learner's metacognitive knowledge - the RWCT learners reached better results in considering the relative effectiveness of proposed strategies when working with text and proved higher performance in reading comprehension.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
INTED 2018 12th International Technology, Education and Development Conference Proceedings
ISBN
978-84-697-9480-7
ISSN
2340-1079
e-ISSN
neuvedeno
Number of pages
7
Pages from-to
981-987
Publisher name
INTED2018 Proceedings
Place of publication
Valencia
Event location
Valencia, Spain
Event date
Mar 5, 2018
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000447408801005