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Research on College English Reading Teaching Based on Metacognitive Strategies
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In: Cross-Cultural Communication; Vol 17, No 2 (2021): Cross-Cultural Communication; 36-40 ; 1923-6700 ; 1712-8358 (2021)
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A Study of Reading Strategy Use of Chinese College Students
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In: Cross-Cultural Communication; Vol 14, No 1 (2018): Cross-Cultural Communication; 41-45 ; 1923-6700 ; 1712-8358 (2018)
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The effects of metacognitive strategy training on ESL learners' self-directed use of TED Talk videos for second language listening
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In: Graduate Theses and Dissertations (2015)
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Training Strategies of Cross-Cultural Communication Competence in Chinese Police College
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In: Cross-Cultural Communication; Vol 10, No 4 (2014): Cross-Cultural Communication; 168-171 ; 1923-6700 ; 1712-8358 (2014)
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Language learning strategy use in an American IEP: Implications for EFL
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2014)
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The impact of metacognitive strategies on students’ motivation in reading comprehension
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Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing18
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In: http://www.tlu.ee/~kpata/haridustehnoloogiaTLU/poorcomprehenders.pdf (2005)
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Abstract:
Abstract. Metacognitive reading strategies were trained and practiced using interactive Web-based tools. Twenty middle school poor reading comprehenders were trained in two metacognitive strategies using a Web-based application called 3D-Readers. The training texts were science-oriented and merged the narrative and expository genres. Results from a within-subjects design answered two main experimental questions: (1) Were greater comprehension gains demonstrated after reading experimental texts with embedded verbal (generate questions) and visual (create a model) strategies compared to control texts? (2) Did the embedded strategies affect elective rereading of the texts? The data answered both questions in the affirmative. Comprehension, as assessed with constructed answers, was significantly higher in the experimental condition, thus dem-onstrating the efficacy of training verbal and visual strategies in a Web-based envi-ronment. In addition, participants elected to reread more often in the experimental condition (as assessed with number of clicks to ‘‘ScrollBack’ ’ through the text), thus demonstrating the efficacy of strategy training on text reprocessing. Interestingly, the poorer comprehenders altered their rereading behavior the most. Implications for Web-based instructional applications are discussed.
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Keyword:
At-risk readers; Comprehension; Computer-assisted learning; Key words; Metacognitive strategies; Reading remediation; Struggling readers; Web-based applications
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.576.7722
http://www.tlu.ee/~kpata/haridustehnoloogiaTLU/poorcomprehenders.pdf
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