Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders

Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders 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 demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2005 by Springer
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-005-0956-5
Publisher site
See Article on Publisher Site

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 demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. 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.

Journal

Reading and WritingSpringer Journals

Published: Jan 21, 2005

References

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