About this paper

Appears in:
Pages: 981-987
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1191

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

THE LEVEL OF METACOGNITIVE KNOWLEDGE WITHIN READING COMPREHENSION: QUASI-EXPERIMENTAL RESEARCH

J. Rican, I. Simonova

University of Jan Evangelista Purkyne (CZECH REPUBLIC)
The article focuses on the field of reading comprehension and metacognitive knowledge. Working as a stable part of metacognition, the development of metacognitive knowledge starts earlier compared to the metacognitive regulation. Therefore, metacognitive knowledge is the starting point for considering the relative effectiveness of the strategy in relation to
(a) the learner,
(b) task requirements and
(c) other strategies available through declarative memory.

Metacognitive knowledge enables to explore a wide scale of strategic tools towards applying adaptive and flexible strategies, even under completely new and still unknown conditions. The main objective of the metacognitive knowledge research was to discover whether the type of educational programme and relating strategies provide impact on the level of learner´s metacognitive knowledge. Differences were expected in work with text (particularly in reading comprehension). The research methodology followed the quasi-experimental design with total amount of 824 learners; 699 learners attended general primary schools, 125 of them were educated in schools implementing the Reading and Writing for Critical Thinking (RWCT) programme. The results verified our expectations that the type of educational programme made impact on the level of learner´s metacognitive knowledge – the RWCT learners reached better results in considering the relative effectiveness of proposed strategies when working with text and proved higher performance in reading comprehension.
@InProceedings{RICAN2018LEV,
author = {Rican, J. and Simonova, I.},
title = {THE LEVEL OF METACOGNITIVE KNOWLEDGE WITHIN READING COMPREHENSION: QUASI-EXPERIMENTAL RESEARCH},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1191},
url = {http://dx.doi.org/10.21125/inted.2018.1191},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {981-987}}
TY - CONF
AU - J. Rican AU - I. Simonova
TI - THE LEVEL OF METACOGNITIVE KNOWLEDGE WITHIN READING COMPREHENSION: QUASI-EXPERIMENTAL RESEARCH
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1191
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 981
EP - 987
ER -
J. Rican, I. Simonova (2018) THE LEVEL OF METACOGNITIVE KNOWLEDGE WITHIN READING COMPREHENSION: QUASI-EXPERIMENTAL RESEARCH, INTED2018 Proceedings, pp. 981-987.
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