Background: From the perspective of self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims: The present study examined metacognitive processes in children's test-taking behaviour and explored their impacts on performance. Further, it…

Background: Within the context of students' self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims: The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and…

Research on the use of linguistic context (prediction of a word by using the text) in reading showed that children were better at using the preceding context and good readers used the suceeding context better. The study could not determine whether good readers used better strategies or were more skillful at using strategies. (Author/MJL)

Sixty-six children aged 9-10 years were tested in two groups with two parallel cloze tests of reading comprehension. The same tests were then given as cloze tests of listening comprehension. (Editor)

Use of contextual information in reading was examined by subjecting pupils to a cloze task (inserting missing words in texts) and an error-detection task (recognizing graphemic, syntactic, or semantic errors in texts). Children in higher grades and good readers (versus poor readers) demonstrated greater use of graphemic, syntactic, and semantic…

In an experiment with 14-year-old biology students, the presence of pictures enhanced pupils' scoring chances on a criterion-referenced, multiple choice recognition test. However, the pictures had little effect upon pupils' ability to comprehend the topic as measured by a cloze test. (GC)

Reports on a study that investigated differences in reading strategies between good and poor young readers in their use of linguistic context, in particular whether good readers make better use of succeeding context by using a better strategy or whether they read better simply because of superior knowledge. (Author/JL)

In distinguishing the characteristics of message systems, it was found that middle-class messages were generally more difficult to predict while working-class systems were more predictable and stereotyped. (Author/MB)

The 338 14-year-olds who participated in a study to determine effects of pictures on readability of science topics completed a cloze test during the study and an objective items recognition test afterwards. Posttest scores showed pictures made topic easier to remember although they had little effect on cloze test results. (MBR)