Journal ArticleDOI
If at First You Don′t Succeed: Children′s Metacognition about Reading Problems
Julia T. O’Sullivan,Rhonda Joy +1 more
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TLDR
This paper investigated the development of children's metacognition about the influence of ability and effort on reading problems and found that subjects appointed effort, but not ability, a major role in the cause and remediation of reading problems.About:
This article is published in Contemporary Educational Psychology.The article was published on 1994-01-01. It has received 10 citations till now. The article focuses on the topics: Metacognition & Reading (process).read more
Citations
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Journal ArticleDOI
Developmental Changes of Metacognitive Skill in Elementary School Children.
Tiina Annevirta,Marja Vauras +1 more
TL;DR: This article investigated the development of metacognitive skill (MS) of children from preschool to the 2nd grade in a play-like problem-solving situation and found that children with high, average, or low metACognitive knowledge had better MS in problem solving tasks during the 1st 2 school years, whereas the self-guided behavior of children with lower MK resembled more the type of adult-dependent behavior typical of young children as late as the second grade.
Journal ArticleDOI
Metacognition and reading awareness among samples of nine‐year‐olds in two cities
TL;DR: In this article, the authors investigate children's metacognitive awareness and reading and investigate how pedagogy supports (and hinders) the acquisition of metacognition and learning strategies among nine-year-olds.
Journal ArticleDOI
Tasks, Texts and Contexts: A Study of Reading and Metacognition in English and Irish Primary Classrooms.
TL;DR: In this paper, the authors report on a study on reading pedagogy and metacognition in six classrooms in Leeds and 6 classrooms in Dublin and draw out the implications for the development of metacognitive awareness among the 9-year-old children that these teachers teach.
Dissertation
Coping with classroom reading : an ethnographic investigation into the experiences of four dyslexic pupils during the final years of primary schooling
TL;DR: In this article, an ethnographic case study explores how four dyslexic pupils coped with classroom reading during their final two years at a large primary school in an exmining village on the outskirts of a northern city.
Journal ArticleDOI
Children's Beliefs about Long‐Term Retention
TL;DR: This paper examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention and found that most children believed that events central to a story would be retained better than peripheral details.
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