Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students

Csíkos, Csaba; Steklács, János

doi:10.1007/978-1-4419-6546-2_16

Cited by 9 publications

(13 citation statements)

References 30 publications

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“…On the other hand, educational programs, which seek to improve General Academic Performance, would focus their efforts on the development of general metacognitive abilities. In spite of the number of studies showing that metacognitive intervention improves academic achievement (Bianchi, 2008;Bigozzi, De Bernart, & Del Vecchio, 2007;Blank, 2000;Csíkos & Steklács, 2010;Juliebö, Malicky, & Norman, 1998;Victor, 2005), further studies should investigate the suggestion aforementioned, incorporating general and specific metacognitive abilities in their intervention (or instruction), and relating them to general and specific achievement.…”

Section: Discussionmentioning

confidence: 99%

Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?

Gomes¹,

Golino²,

Menezes³

2014

PSYCH

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This paper investigates the role of specific and general metacognitive ability on specific and general academic achievement, controlling for the effects of intelligence. Four hypotheses were elaborated and empirically tested through structural equation modelling. The sample was composed by 684 students (6th to 12th graders) from a private Brazilian school, which answered to three intelligence tests and three metacognitive tests. The modeled hypotheses presented a good data-fit (χ² = 51.18; df = 19; CFI = 1.00; RMSEA = 0.05), showing that the general metacognitive ability explained general academic achievement rather than intelligence, but did not explain specific academic achievement. On the other hand, specific metacognitive ability explained specific academic achievement rather than intelligence, but did not explain general academic achievement. The predictive power of the general metacognitive ability was greater than fluid intelligence in the explanation of general academic achievement. In the same line, specific metacognitive ability had a greater predictive power than intelligence and specific knowledge in the explanation of specific academic achievement. Finally, a new structural model of metacognition and its role in academic achievement are proposed.

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Section: Discussionmentioning

confidence: 99%

Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?

Gomes¹,

Golino²,

Menezes³

2014

PSYCH

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“…However, the mere knowledge about how to read and knowledge about which strategies are most suitable to use does not influence comprehension by itself. Therefore the research results are mixed -from those which do not confirm direct connections between metacognitive knowledge and reading comprehension (Cromley & Azavedo, 2006 by ninth grade students; by fifth grade students) to the results that show significant correlations between both concepts (Kolić-Vehovec, Csikos & Steklacs, 2010).…”

Section: Metacognitive Knowledge About Reading and Summarizingmentioning

confidence: 95%

“…In our first model, based on the students' results before the intervention programme, we entered the variables, which showed to be the strongest predictors of summarizing according to empirical studies: GRC and MKR (Borella et al, 2010;Efklides, 2014;Gerst et al, 2015;Kolić Vehovec et al, 2009;Csikos & Steklacs, 2010). Next to the GRC and MKR, we entered the currently developed summarizing skills in the second and the third model (in model 2 Summ_1 and in model 3 Summ_1 and Summ_2).…”

Section: Predictors Of Achievement In Summarizing By Eg and Cgmentioning

confidence: 99%

Developing Summarizing Skills in 4th Grade Students: Intervention Programme Effects

Pečjak¹,

Pirc²

2018

iejee

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The aim of our study was to determine whether summarizing skills could be developed in 4th grade primary school students. We designed a 5-month intervention programme as an experimental study, in which teachers trained students in the experimental group in their ability to summarize, which is one of the important strategies that enhance reading comprehension. 190 students in 4th grade from 8 primary schools in Slovenia participated in the study. We evaluated students' general reading competency, their metacognitive knowledge about reading and their ability to make summaries of two short and one longer expository text (pretest, posttest and follow-up test). The general reading competency explained the most variance in summarizing at pretest and posttest by experimental and control group of students. In the follow-up test, the summarizing from posttest was the strongest predictor in both groups and in the experimental group also the metacognitive knowledge about reading. The results showed that teachers can develop summarizing skills in students by systematically training them to use these skills, but the training effects decrease if the learning environment does not encourage students to use these skills.

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“…Csíkos, 2008;Csíkos és Steklács, 2010). A hatékony olvasástanítás támogatása érdekében az olvasás tartalmi kereteinek ezt a területet is érinteniük kell, akkor is, ha a diagnosztikus mérésbe ez még nem bevonható.…”

Section: Olvasási Stratégiákunclassified

“…A rész-letes tartalmi keretekben a stratégiák elsőtől a hatodik osztályig jelennek meg, ezek után a megtanult stratégiák gyakorlását, szintetizálását javasoljuk. Eredményes hazai fejlesztő kísérletben igazoltuk a stratégiaalapú olvasásfejlesztés lehetőségeit magyar 4. osztályos tanulók körében (Csíkos és Steklács, 2010).…”

Section: Olvasási Stratégiák Szövegek Szövegértésunclassified

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

Juhász¹,

Kálló²

2017

Anyanyelv-pedagógia

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Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students

Cited by 9 publications

References 30 publications

Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?

Predicting School Achievement Rather than Intelligence: Does Metacognition Matter?

Developing Summarizing Skills in 4th Grade Students: Intervention Programme Effects

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

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