The effects of meta-cognitive instruction on students' reading comprehension in computerized reading contexts: A quantitative meta-analysis

Yi Chin Lan, Yu Ling Lo, Ying-Shao Hsu

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized reading contexts. Overall, some instances of metacognitive strategy instruction tended to be more effective than others. Additionally, the effects of the instruction seemed to vary according to participants' characteristics. Drawing upon the findings of this meta-analysis, we propose recommendations for future research and practice.

Original languageEnglish
Pages (from-to)186-202
Number of pages17
JournalEducational Technology and Society
Volume17
Issue number4
Publication statusPublished - 2014 Jan 1

Keywords

  • Computerized reading contexts
  • Meta-analysis
  • Metacognition
  • Reading comprehension
  • Self-regulation

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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