Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-Aged Children

Self-report methodologies, retrospection and protocol analysis, were employed in two studies to investigate sixth and seventh graders' metacognitive reading skills in naturalistic reading settings. Students monitored relative passage difficulty between a narrative and an expository passage, and...

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Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 75; no. 3; pp. 157 - 164
Main Authors Hare, Victoria Chou, Smith, Douglas C.
Format Journal Article
LanguageEnglish
Published Bloomington, Ill Routledge 01.01.1982
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Subjects
Elementary school students
Imaging
Memory recall
Metacognition
Narratives
Performance readers
Reading
Reading achievement
Reading comprehension
Saliency
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Summary:Self-report methodologies, retrospection and protocol analysis, were employed in two studies to investigate sixth and seventh graders' metacognitive reading skills in naturalistic reading settings. Students monitored relative passage difficulty between a narrative and an expository passage, and easily offered reasons for their judgments. Moderate positive correlations between numbers of problem-solving strategy retrospections and reading achievement scores suggest that retrospection be favored over protocol analysis as a more promising means of gaining access to students' insights about how they read to remember.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1982.10885373