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

研究成果: 雜誌貢獻文章同行評審

11 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)186-202
頁數17
期刊Educational Technology and Society
17
發行號4
出版狀態已發佈 - 2014

ASJC Scopus subject areas

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

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