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...
Gespeichert in:
Veröffentlicht in: | Journal of reading 1991-03, Vol.34 (6), p.470-475 |
---|---|
Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 475 |
---|---|
container_issue | 6 |
container_start_page | 470 |
container_title | Journal of reading |
container_volume | 34 |
creator | Groller, Kathryn L. Kender, Joseph P. Honeyman, David S. |
description | 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) |
format | Article |
fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85549971</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ422609</ericid><jstor_id>40032106</jstor_id><sourcerecordid>40032106</sourcerecordid><originalsourceid>FETCH-LOGICAL-e159t-99b70dee3a6a0cd15aaa03ed59651743fe5864bb715c9c9207cea1587d6a670e3</originalsourceid><addsrcrecordid>eNo9zMFLwzAUx_EeFJzT_0AhJ2-Fl6ZJmpOMOd1kssPc1ZKlb11Gl8wkFfSvtzARHvwOny_vIhsBFEVeUmBX2XWMBwCgilaj7OPJYyQLF1PoTbLekeHeMGnjW2eT_UKyTkEnbO3QzbE7kblt92Rt9t53g_UNuhTJJiKZNF_aGSSr0GpnfzDEx5vscqe7iLd_O842z7P36Txfrl4W08kyR8pVypXaSmgQmRYaTEO51hoYNlwJTmXJdsgrUW63knKjjCpAGtSUV7IRWkhANs4ezn9PwX_2GFN9tNFg12mHvo91xXmplKRDeHcOMVhTn4I96vBdz17LohCgBr4_8yEmH_69BGAFBcF-AZqTY60</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>85549971</pqid></control><display><type>article</type><title>Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?</title><source>JSTOR Archive Collection A-Z Listing</source><creator>Groller, Kathryn L. ; Kender, Joseph P. ; Honeyman, David S.</creator><creatorcontrib>Groller, Kathryn L. ; Kender, Joseph P. ; Honeyman, David S.</creatorcontrib><description>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)</description><identifier>ISSN: 0022-4103</identifier><identifier>CODEN: JRDNB3</identifier><language>eng</language><publisher>International Reading Association</publisher><subject>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</subject><ispartof>Journal of reading, 1991-03, Vol.34 (6), p.470-475</ispartof><rights>Copyright 1990 International Reading Association, Inc.</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/40032106$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/40032106$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ422609$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Groller, Kathryn L.</creatorcontrib><creatorcontrib>Kender, Joseph P.</creatorcontrib><creatorcontrib>Honeyman, David S.</creatorcontrib><title>Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?</title><title>Journal of reading</title><description>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)</description><subject>Advance Organizers</subject><subject>Cogito</subject><subject>Content Area Reading</subject><subject>Educational research</subject><subject>Existence</subject><subject>Experimentation</subject><subject>High school students</subject><subject>High Schools</subject><subject>Instructional Effectiveness</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Metacognition</subject><subject>Pedagogy</subject><subject>Reading comprehension</subject><subject>Reading Research</subject><subject>Reading Skills</subject><subject>Teachers</subject><issn>0022-4103</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1991</creationdate><recordtype>article</recordtype><recordid>eNo9zMFLwzAUx_EeFJzT_0AhJ2-Fl6ZJmpOMOd1kssPc1ZKlb11Gl8wkFfSvtzARHvwOny_vIhsBFEVeUmBX2XWMBwCgilaj7OPJYyQLF1PoTbLekeHeMGnjW2eT_UKyTkEnbO3QzbE7kblt92Rt9t53g_UNuhTJJiKZNF_aGSSr0GpnfzDEx5vscqe7iLd_O842z7P36Txfrl4W08kyR8pVypXaSmgQmRYaTEO51hoYNlwJTmXJdsgrUW63knKjjCpAGtSUV7IRWkhANs4ezn9PwX_2GFN9tNFg12mHvo91xXmplKRDeHcOMVhTn4I96vBdz17LohCgBr4_8yEmH_69BGAFBcF-AZqTY60</recordid><startdate>19910301</startdate><enddate>19910301</enddate><creator>Groller, Kathryn L.</creator><creator>Kender, Joseph P.</creator><creator>Honeyman, David S.</creator><general>International Reading Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>7T9</scope></search><sort><creationdate>19910301</creationdate><title>Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?</title><author>Groller, Kathryn L. ; Kender, Joseph P. ; Honeyman, David S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e159t-99b70dee3a6a0cd15aaa03ed59651743fe5864bb715c9c9207cea1587d6a670e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1991</creationdate><topic>Advance Organizers</topic><topic>Cogito</topic><topic>Content Area Reading</topic><topic>Educational research</topic><topic>Existence</topic><topic>Experimentation</topic><topic>High school students</topic><topic>High Schools</topic><topic>Instructional Effectiveness</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Metacognition</topic><topic>Pedagogy</topic><topic>Reading comprehension</topic><topic>Reading Research</topic><topic>Reading Skills</topic><topic>Teachers</topic><toplevel>online_resources</toplevel><creatorcontrib>Groller, Kathryn L.</creatorcontrib><creatorcontrib>Kender, Joseph P.</creatorcontrib><creatorcontrib>Honeyman, David S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of reading</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Groller, Kathryn L.</au><au>Kender, Joseph P.</au><au>Honeyman, David S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ422609</ericid><atitle>Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers?</atitle><jtitle>Journal of reading</jtitle><date>1991-03-01</date><risdate>1991</risdate><volume>34</volume><issue>6</issue><spage>470</spage><epage>475</epage><pages>470-475</pages><issn>0022-4103</issn><coden>JRDNB3</coden><abstract>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)</abstract><pub>International Reading Association</pub><tpages>6</tpages></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0022-4103 |
ispartof | Journal of reading, 1991-03, Vol.34 (6), p.470-475 |
issn | 0022-4103 |
language | eng |
recordid | cdi_proquest_miscellaneous_85549971 |
source | JSTOR Archive Collection A-Z Listing |
subjects | 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 |
title | Does Instruction on Metacognitive Strategies Help High School Students Use Advance Organizers? |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T12%3A13%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Does%20Instruction%20on%20Metacognitive%20Strategies%20Help%20High%20School%20Students%20Use%20Advance%20Organizers?&rft.jtitle=Journal%20of%20reading&rft.au=Groller,%20Kathryn%20L.&rft.date=1991-03-01&rft.volume=34&rft.issue=6&rft.spage=470&rft.epage=475&rft.pages=470-475&rft.issn=0022-4103&rft.coden=JRDNB3&rft_id=info:doi/&rft_dat=%3Cjstor_proqu%3E40032106%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=85549971&rft_id=info:pmid/&rft_ericid=EJ422609&rft_jstor_id=40032106&rfr_iscdi=true |