The level of metacognitive knowledge within reading comprehension: quasi-experimental research
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The level of metacognitive knowledge within reading comprehension: quasi-experimental research
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
The level of metacognitive knowledge within reading comprehension: quasi-experimental research
Popis výsledku anglicky
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.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
INTED 2018 12th International Technology, Education and Development Conference Proceedings
ISBN
978-84-697-9480-7
ISSN
2340-1079
e-ISSN
neuvedeno
Počet stran výsledku
7
Strana od-do
981-987
Název nakladatele
INTED2018 Proceedings
Místo vydání
Valencia
Místo konání akce
Valencia, Spain
Datum konání akce
5. 3. 2018
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000447408801005