Education Commons^™

Improving Metacomprehension And Calibration Accuracy Through Embedded Cognitive And Metacognitive Strategy Prompts, Alan J. Reid

STEMPS Theses & Dissertations

A societal shift from print-based to digital texts has afforded the ability to embed reader support within an instructional text. Numerous factors make eBooks an attractive option for colleges and universities, though undergraduates consistently reaffirm a preference for print-based materials. Given that many undergraduates arrive to college with a deficiency in reading comprehension skills and metacognitive awareness, digital text is able to offer an additional layer of support. A sample population of college undergraduates (N = 80) read an expository text on the basics of photography in the form of a fill-in field PDF. The most robust treatment (mixed) read …

Predicting College Student Classroom Performance With A Simple Metacomprehension Scale, Amber Lee Klein

Theses and Dissertations - UTB/UTPA

The present study investigated the relationship between college student metacomprehension and the error of predicted classroom performance. College student metacomprehension was evaluated using the Metacomprehension Scale (MCS) designed by Moore, Zabrucky, and Commander (1997a). Prior to an examination administered by a course instructor, covering course content, students predicted the percentage score he/she expected to achieve. The predicted score was subtracted from the obtained score generating an error score. It was hypothesized that error of predicted classroom performance is a function of student metacomprehension, as measured by the MCS. Results indicate the MCS was not a reliable indicator of student predicted …

Metacomprehension: Its Effect On Reading Comprehension Of Third Graders, Lois Funk

Theses

Will third grade students, who receive direct instruction in the development of metacomprehension, show greater gains in reading comprehension than students who receive regular instruction based on their teacher's basal manual? The purpose of this study was to compare two groups of third grade students , one control and one experimental, to determine whether direct instruction in the development of metacomprehension would significantly improve third grade reading comprehension.

The hypothesis of this study was that direct instruction in the development of metacomprehension would enable students to receive significantly higher scores in reading comprehension as measured on a standardized comprehension test …