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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&apos;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&apos;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&apos;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&apos;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