Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders

Autor/in	Johnson-Glenberg, Mina C.
Titel	Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 18 (2005) 7-9, S.755-786 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-005-0956-5
Schlagwörter	Metacognition; Web Based Instruction; Reading Comprehension; Reading Strategies; Middle School Students; Reading Difficulties; Reading Improvement; Instructional Effectiveness; Control Groups + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Web Based Training; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg
Abstract	Metacognitive reading strategies were trained and practiced using interactive Web-based tools. Twenty middle school poor reading comprehenders were trained in two metacognitive strategies using a Web-based application called 3D-Readers. The training texts were science-oriented and merged the narrative and expository genres. Results from a within-subjects design answered two main experimental questions: (1) Were greater comprehension gains demonstrated after reading experimental texts with embedded verbal (generate questions) and visual (create a model) strategies compared to control texts? (2) Did the embedded strategies affect elective rereading of the texts? The data answered both questions in the affirmative. Comprehension, as assessed with constructed answers, was significantly higher in the experimental condition, thus demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. In addition, participants elected to reread more often in the experimental condition (as assessed with number of clicks to "ScrollBack" through the text), thus demonstrating the efficacy of strategy training on text reprocessing. Interestingly, the poorer comprehenders altered their rereading behavior the most. Implications for Web-based instructional applications are discussed. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10