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The effect of a distributed metacognitive strategy intervention on reading comprehension

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F23%3A00568058" target="_blank" >RIV/68081740:_____/23:00568058 - isvavai.cz</a>

  • Result on the web

    <a href="https://link.springer.com/article/10.1007/s11409-023-09334-1" target="_blank" >https://link.springer.com/article/10.1007/s11409-023-09334-1</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1007/s11409-023-09334-1" target="_blank" >10.1007/s11409-023-09334-1</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    The effect of a distributed metacognitive strategy intervention on reading comprehension

  • Original language description

    Reading interventions that focus on metacognitive strategy instruction for elementary students reveal positive effects but also require extensive teacher training and significant oversight by the research team. In the current study, a more ‘hands off’ scalable approach to strategy instruction was tested, where initial teacher training and materials were provided to Grade 3-5 teachers to integrate into their classrooms over a full academic year. Students in the treatment condition (N = 195) were contrasted with students in a typical classroom practice comparison group (N = 212). Structural equation modeling revealed that students in the intervention showed greater gains in strategic awareness and on a standardized test of reading comprehension and vocabulary than their peers in the comparison group. Interestingly, the benefits of the intervention were consistent across grade levels, and prior reading performance and reading self-efficacy.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50101 - Psychology (including human - machine relations)

Result continuities

  • Project

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2023

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Metacognition and Learning

  • ISSN

    1556-1623

  • e-ISSN

    1556-1631

  • Volume of the periodical

    18

  • Issue of the periodical within the volume

    2

  • Country of publishing house

    US - UNITED STATES

  • Number of pages

    20

  • Pages from-to

    405-424

  • UT code for WoS article

    000920829500001

  • EID of the result in the Scopus database

    2-s2.0-85146872486