Looking back: reasoning and metacognition with narrative texts

Franks, Bridget A.; Therriault, David J.; Buhr, Miriam I.; Chiang, Evelyn S.; Gonzalez, Claire M.; Kwon, Hee-Kyung; Schelble, Jenni L.; Wang, Xuesong

doi:10.1007/s11409-013-9099-2

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…Walczyk and Taylor (1996) also found that adult readers with less efficient access to information in working memory looked back more often at the text, consistently with the model. More recently, Franks et al (2013) assessed how often students in early and late adolescence looked back at texts when they were required to respond to questions on logical deductions. Older students looked back at the text more frequently than younger students, suggesting that text consultation might be a useful metacognitive strategy used by more skilled readers.…”

Section: Reading Comprehension: a Question Of Memory And Integrationmentioning

confidence: 99%

“…This is the first study assessing the use of different comprehension strategies in relation to specific types of texts, in children at this stage of development. However, based on a past study that found older adolescents looked back at text more frequently than younger students (Franks et al, 2013), it can be hypothesised that there will be developmental differences characterised by a less frequent use of memory‐based strategies in older children, and a corresponding more frequent use of look back at text strategy, considered a more advanced metacognitive strategy (Franks et al, 2013). Second, considering that expository texts are more difficult than narrative passages (Yildirim et al, 2010), we expect children to use the look‐back strategy more often when reading expository than narrative texts. The second aim of the study was to compare the use of reading comprehension strategies for narrative and expository texts, by poor oral comprehenders compared with good oral comprehenders.…”

Section: Reading Comprehension: a Question Of Memory And Integrationmentioning

confidence: 99%

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Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders

Tobia

Bonifacci

2020

Journal Research in Reading

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Background: Reading comprehension is a multifactorial process, but one of its features has been relatively under-investigated: it is the strategy used when answering reading comprehension questions. In order to find the correct answer, children can either respond to questions about a text relying on their text memory or look back at the written text. This study analyses (i) which strategy, memory or look-back is more frequently adopted in primary school children according to grade level and type of text (expository vs narrative) and (ii) the preferred (most frequently used) and more efficient (higher number of correct responses) strategy for poor oral comprehenders. Poor oral comprehenders were selected for having adequate nonword decoding skills but impaired oral comprehension, compared with good oral comprehenders. Methods: The total sample comprised 1,417 primary school children. A standardised test assessing reading and comprehension of oral and written language was administered. Results: In the comparison among children attending different grades, older children showed a more frequent use of the look-back strategy for the expository text, whereas no age-related difference emerged for the narrative text. Poor oral comprehenders (n = 88) showed a different pattern, compared with matched good oral comprehenders (n = 88), for both preference and efficiency of strategies. Despite having a globally poorer performance in reading comprehension, poor oral comprehenders were more accurate than good oral comprehenders when using the look-back strategy. Conclusions: The complex pattern of results obtained reinforces the idea that intervention strategies should be personalised based on individual characteristics and specific for the type of task and text.

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Section: Reading Comprehension: a Question Of Memory And Integrationmentioning

confidence: 99%

Section: Reading Comprehension: a Question Of Memory And Integrationmentioning

confidence: 99%

Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders

Tobia

Bonifacci

2020

Journal Research in Reading

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“…Young children have a difficult time understanding the question prompts and do not always respond appropriately, rather only guessing at an answer. Informal strategies such as think alouds (Baumann, Jones, & Seifert-Kessell, 1993), reciprocal teaching (Palincsar & Brown, 1984), and look-backs (Franks et al, 2013;Kinnunen & Vauras, 1995) have been used successfully with primary grade children, but do not provide specific feedback on metacognitive strategy awareness.…”

Section: Assessment Of Metacognitive Strategy Knowledgementioning

confidence: 99%

Assessing Reading Metacognitive Strategy Awareness of Young Children: The Reading Metacognitive Strategy Picture Protocol

Cobb

2016

L & L

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The Reading Metacognitive Strategy Picture Protocol (RMSPP) is an informal, authentic, naturalistic diagnostic tool for classroom teachers and clinicians to use with children as young as kindergarten to assess students' knowledge and awareness of metacognitive strategies. This article describes the RMSPP and how it was implemented in one informal project with 139 kindergarten -third graders, illustrating the usefulness of this picture protocol response technique with young children.This article describes an informal, authentic, naturalistic diagnostic tool for classroom teachers to use with children as young as kindergarten to assess students' knowledge and awareness of metacognitive strategies. The instrument -The Reading Metacognitive Strategy Picture Protocol (RMSPP) uses photographs of good readers in informal conversations about children's habits and behaviors before, during, and after reading, with an optional question which integrates children's representational drawings. The picture protocol response technique can also be implemented by special educators or clinicians as well as classroom teachers for instructional planning, having also been used successfully in individual clinical assessments. This article describes the RMSPP and how it was implemented in one informal project with 139 kindergarten -third graders, illustrating the usefulness of the RMSPP with young children.Experienced reading teachers today know from the well-established research base that efficient, strategic readers display awareness of comprehension strategies, and struggling readers often do not. Instruction in this important component has proven to be an important aspect of classroom curricula

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A Conceptual Model of the Metacognitive Activity

Peña-Ayala

Cárdenas

2014

Intelligent Systems Reference Library

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Looking back: reasoning and metacognition with narrative texts

Cited by 5 publications

References 33 publications

Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders

Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders

Assessing Reading Metacognitive Strategy Awareness of Young Children: The Reading Metacognitive Strategy Picture Protocol

A Conceptual Model of the Metacognitive Activity

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