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Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition
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Allen, Kathleen D.; Hancock, Thomas E. – Literacy Research and Instruction, 2008
This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and…
Descriptors: Feedback (Response), Reading Comprehension, Independent Reading, Informal Reading Inventories