Generating keywords improves metacomprehension and self-regulation in elementary and middle school children
Journal of Experimental Child Psychology , Volume 109 - Issue 3 p. 294- 310
The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
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|Journal of Experimental Child Psychology|
|Organisation||Erasmus MC: University Medical Center Rotterdam|
de Bruin, A.B.H, Thiede, K.W, Camp, G, & Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294–310. doi:10.1016/j.jecp.2011.02.005