Abstract

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.

Details

Title
The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis
Author
Yi-Chin, Lan; Yu-Ling, Lo; Ying-Shao Hsu
Pages
186-202
Section
Special Issue Articles
Publication year
2014
Publication date
2014
Publisher
International Forum of Educational Technology & Society
ISSN
11763647
e-ISSN
14364522
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
1660156215
Copyright
© 2014. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.