Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?

Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?

Investigates whether using an advance organizer along with metacognitive strategies helps high school students learn content material. Finds that using metacognitive strategies leads to significantly higher reading scores than the use of advance organizers alone or merely reading an introductory pas...

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Veröffentlicht in:Journal of reading 1991-03, Vol.34 (6), p.470-475
Hauptverfasser: Groller, Kathryn L., Kender, Joseph P., Honeyman, David S.
Format: Artikel
Sprache:eng
Schlagworte:
Advance Organizers
Cogito
Content Area Reading
Educational research
Existence
Experimentation
High school students
High Schools
Instructional Effectiveness
Learning
Learning Activities
Metacognition
Pedagogy
Reading comprehension
Reading Research
Reading Skills
Teachers
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Zusammenfassung:Investigates whether using an advance organizer along with metacognitive strategies helps high school students learn content material. Finds that using metacognitive strategies leads to significantly higher reading scores than the use of advance organizers alone or merely reading an introductory passage. Finds that the benefits increase as the students practice using the strategies. (RS)
ISSN:0022-4103