The Development of Verbal Efficiency, Metacognitive Strategies, and Their Interplay

This article explores the interplay between low-level reading subcomponents, metacognitive aspects of reading, and how this relation changes developmentally. First, theories relevant to the question of how subcomponent efficiencies, available resources, and metacognitive aspects of reading interrela...

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Veröffentlicht in:	Educational psychology review 1994-06, Vol.6 (2), p.173-189
1. Verfasser:	Walczyk, Jeffrey J.
Format:	Artikel
Sprache:	eng
Schlagworte:	Adults Anaphora Children Language comprehension Older adults Reading comprehension Reading difficulties Reading rate Words Working memory
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description	This article explores the interplay between low-level reading subcomponents, metacognitive aspects of reading, and how this relation changes developmentally. First, theories relevant to the question of how subcomponent efficiencies, available resources, and metacognitive aspects of reading interrelate are reviewed. Second, research documenting increases in a reader's subcomponent efficiencies is briefly surveyed. Next, research revealing the child's developing metacognitive competencies is explored. To conclude, compensatory-encoding theory (Walczyk, 1993) is used to propose a model of the development of the interplay between resources, subcomponent efficiencies, and metacognitive aspects of reading. Diagnostic and intervention implications are considered.
doi_str_mv	10.1007/BF02208972
format	Article
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source	SpringerNature Journals; JSTOR Archive Collection A-Z Listing
subjects	Adults Anaphora Children Language comprehension Older adults Reading comprehension Reading difficulties Reading rate Words Working memory
title	The Development of Verbal Efficiency, Metacognitive Strategies, and Their Interplay
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