Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Metacognition; Reading comprehension;
Abstract
Comprehension is believed to be a metacognitive process in which readers are aware of and have control over the strategies they use to achieve comprehension. The purpose of this review was to investigate the exact relationship between metacognitive ability and comprehension. Research supporting the direct instruction of metacognitive strategies to increase comprehension is discussed, as well as literature that challenges the efficacy of direct instruction. Studies indicate that it is possible to increase metacognition through direct instruction, and there is a certain amount of transfer to comprehension. The evidence for transfer and durability of the effects is moderately convincing. Literature challenging the efficacy of metacognitive instruction found weaknesses in the studies, as well as a need for further research in comprehension instruction.
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
Department
Division of Reading
First Advisor
Penny L. Beed
Date Original
12-13-1995
Object Description
1 PDF file (97 leaves)
Copyright
©1995 Lori B. Block
Language
en
File Format
application/pdf
Recommended Citation
Block, Lori B., "Increasing metacognition in an attempt to improve comprehension" (1995). Graduate Research Papers. 2096.
https://scholarworks.uni.edu/grp/2096
Comments
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