Can Comprehension Be Taught
A Quantitative Synthesis of “Metacognitive” Studies
Bibliographic Data
| ID | 9732671 |
|---|---|
| Authors | Eileen P Haller (2334 Cowper Ave., Evanston, IL 60201, is an education psychologist who specializes in reading comprehension and cognition., corresponding author), David A Child (University of Illinois Chicago), Herbert J Walberg (University of Illinois at Chicago, 522 North Euclid Ave., Oak Park, IL 60302. He specializes in educational productivity and psychology.) |
| Year | 1988 |
| Volume | 17 |
| Issue | 9 |
| Pages | 5-8 |
| Publication date | 1988-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x017009005 |
| OpenAlex | W2027061580 |
| Language | EN |
| Citations received | 16 |
| References cited | 15 |
To assess the effect of “metacognitive” instruction on reading comprehension, 20 studies, with a total student population of 1,553, were compiled and quantitatively synthesized. For 115 effect sizes, or contrasts of experimental and control groups' performance, the mean effect size was .71, which indicates a substantial effect. In this compilation of studies, metacognitive instruction was found particularly effective for junior high students (seventh and eighth grades). Among the metacognitive skills, awareness of textual inconsistency and the use of self-questioning as both a monitoring and a regulating strategy were most effective. Reinforcement was the most effective teaching strategy
Cognition · Comprehension · Control (management · Linguistics · Mathematics education · Metacognition · Population · Reading (process · Reading comprehension · Reinforcement · Sociology · Teaching method · Artificial Intelligence · Computer Science · Demography · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Social Psychology
Jordanian Tefl Graduate Students' Use of Critical Thinking Skills (as Measured by the Cornell Critical Thinking Test, Level Z)
A review of research on metacognition in science education
Sub‐Dimensions of the Four Factor Model of Cultural Intelligence
Can metacognitive accuracy be altered through prompting in biology text reading
The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text
Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring
Reading for Meaning
The curriculum redefined
Investigating the impact of classroom climate on UK school students taking part in a science inquiry-based learning programme – CREST
The Relative Importance of Home and School in the Development of Literacy Skills for Middle-Grade Students
The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading
Seeing classes
A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents
Effects of metacognitive instruction on low achievers in mathematics problems
Effects of teaching metacognitive skills to students with low mathematics ability
Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures
Thought and language.
Plans and the structure of behavior.
Summing Up
The developmental psychology of Jean Piaget.
Estimation of a Single Effect Size
First Discussant’s Comments
Plans and the Structure of Behavior
What Classroom Observations Reveal About Reading Comprehension Instruction
The Responses of Good and Poor Readers When Asked to Read for Different Purposes
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Reading Instruction
| Unique citing works | 16 |
|---|---|
| Citations per year | 0.44 |
| Citation span | 1990 - 2024 (35) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |