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The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills.
Peer reviewed Peer reviewed
Paris, Scott G.; Jacobs, Janis E. – Child Development, 1984
Examines reading awareness and comprehension skills to discover the developmental and instructional relationships between metacognition and performance. Half of the third- and fifth-grade subjects received four months of classroom instruction on reading strategies. Results of pre- and posttests and interviews revealed that the instruction…
Descriptors: Children, Classroom Techniques, Elementary Education, Elementary School Students
Developmental and Instructional Analyses of Children's Metacognition and Reading Comprehension.
Peer reviewed Peer reviewed
Cross, David R.; Paris, Scott G. – Journal of Educational Psychology, 1988
The developing relationship between children's metacognition and reading comprehension was examined for 87 third and 84 fifth graders. Students using the experimental curriculum--Informed Strategies for Learning--made significant gains in metacognition and the use of reading strategies when compared with control students. (TJH)
Descriptors: Age Differences, Child Development, Elementary School Students, Grade 3
Metacognition and Reading Comprehension Skills. Final Report.
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Paris, Scott G. – 1983
Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills.…
Descriptors: Curriculum Guides, Elementary Education, Grade 3, Grade 5