The Influence of Metacognitive Instruction of Reading and Writing Strategies on Positive Transfer

Abstract

The results of two studies support the contention that teaching metacognitive strategies with the aid of software packages enhances positive transfer of reading comprehension and writing skills. The first study investigated reading comprehension. 140 5th graders, very able learners, were divided into 4 groups which received, respectively, 15 hours of: (a) metacognitive instruction +dozes; (b) traditional instruction of dozes; (c) metacognitive instruction of complete texts and (d) traditional instruction of complete texts. The second study focused on teaching writing skills. 136 7th graders, very able learners, were divided into 4 groups which received, respectively, 48 hours of (a) metacognitive instruction plus Nvo, a writing-skills software package; (b) metacognitive instruction plus Qtext, a word processor; (c) traditional instruction plus Nvo and (d) traditional instruction plus Qtext. Results showed a greater improvement in learning and positive transfer in the group which received metacognitive instruction and used Nvo. The results of both studies show the efficiency of teaching reading and writing processes metacognitively, in integrating computerized environments. Theoretical BackgroundMetacognition is described as the knowledge that the person has about his own cognitive processes and products (Flavell, 1976). Customarily, metacognition ("thinking about thinking") is divided into two main components (Baker & Brown, 1984a), to wit, metacognitive knowledge and management of cognition. Metacognitive KnowledgeMetacognitive knowledge subsumes three categories of variables (Flavell1979, 1993): a) self-knowledge, which refers to how learners perceive themselves as cognitive individuals; (b) task knowledge, which deals with the various problem solving means that a learner has acquired; (c) strategy knowledge, a learner's information about strategies and

A Retrospective Analysis of Technological Advancements in Special Education

“…Shermis, Fulkerson, and Banta (1996) studied the use of computerized adaptive math tests and made suggestions for the potential this technology could have on talent identification. Kaniel, Licht, and Peled (2000) found similar positive results in a study using computer software to enhance metacognitive skills.…”

Learning Strategies and Achievement in the Spanish Writing Classroom: A Case Study

“…For example, Takeuchi (1993) found by means of a multiple regression analysis that eight SILL items predicted 58% of the variance of scores in an English language listening test. More recently, Kaniel, Licht, and Peled (2000) and Torrance, Thomas, and Robinson (2000) found by way of think-aloud protocols that both cognitive and metacognitive strategy use could enhance the quality of the writing product.…”

High Thinking Processes (HTP): Elements of Curricula and Teaching Able-Learners

“…Similarly, computers Volume 16 No 3 2002, 235 can contribute to time saving, enroll to expertise and automaticity. As a rule, smart software can demonstrate and guide learners in solving problems step by step, and can even force upon them the use of reflective and metacognitive processes and immediate feedback about transfer processes (Kaniel, Licht Peled, 2000). Effective software encourages pausing to examine progress in the process necessary to solve problems and make decisions.…”