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 language | English |
|---|---|
| Pages (from-to) | 186-202 |
| Number of pages | 17 |
| Journal | Educational Technology and Society |
| Volume | 17 |
| Issue number | 4 |
| Publication status | Published - 2014 |
Keywords
- Computerized reading contexts
- Meta-analysis
- Metacognition
- Reading comprehension
- Self-regulation
ASJC Scopus subject areas
- Education
- Sociology and Political Science
- General Engineering