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Assessing Metacognitive Activities: The In-Depth Comparison of a Task-Specific Questionnaire with Think-Aloud Protocols
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Schellings, Gonny L.; van Hout-Wolters, Bernadette H. A .M.; Veenman, Marcel V. J.; Meijer, Joost – European Journal of Psychology of Education, 2013
Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally…
Descriptors: Metacognition, Questionnaires, Protocol Analysis, Classification
The Influence of Genre Understanding on Strategy Use and Comprehension
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Yoo, Monica S. – Journal of Adolescent & Adult Literacy, 2015
This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of…
Descriptors: Literary Genres, Reading Strategies, Reading Comprehension, Metacognition
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
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Carolyn A. Denton; Mischa Enos; Mary J. York; David J. Francis; Marcia A. Barnes; Paulina A. Kulesz; Jack M. Fletcher; Suzanne Carter – Grantee Submission, 2015
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were…
Descriptors: Reading Comprehension, Protocol Analysis, Reading Aloud to Others, Secondary School Students
Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
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Carolyn A. Denton; Mischa Enos; Mary J. York; David J. Francis; Marcia A. Barnes; Paulina A. Kulesz; Jack M. Fletcher; Suzanne Carter – Reading Research Quarterly, 2015
Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were…
Descriptors: Reading Comprehension, Protocol Analysis, Reading Aloud to Others, Secondary School Students
The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers
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Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret; Madden, Angela – Journal of Educational Psychology, 2010
This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…
Descriptors: Control Groups, Reading Comprehension, Intervention, Learning Strategies
An Investigation of the Test-Taking Skills and Associated Thinking Processes of Ninth Grade English Language Arts Students
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O'Shea, Mary B. – ProQuest LLC, 2010
Although much is known about how students perform on standardized tests, little research exists concerning how students think and process while taking such tests. This mixed methods action research study was designed to investigate if a constructivist approach to test preparation could yield improved results for 37 English language arts freshmen…
Descriptors: Test Preparation, Test Items, Statistical Analysis, Grade 9