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Lefebvre-Pinard, Monique; And Others – 1983
Because current research offers little conclusive evidence that explicit metacognitive knowledge is necessary for effective reading, a study was designed to determine (1) if comprehension could be enhanced by activating subjects' awareness of appropriate strategies, and (2) which strategies, based on subjects' spontaneous reports, were most…
Descriptors: Higher Education, Memory, Metacognition, Questionnaires
Peer reviewedCanady, Claudia J.; Krantz, Susan G. – Language, Speech, and Hearing Services in Schools, 1996
Interviews were conducted with 142 above-average readers and 128 below-average readers in the fourth grade. In contrast to poor readers, good readers reported understanding what they read, talking more, being understood more often, and reading more frequently at home and for fun. No differences existed between groups in opinions of the value and…
Descriptors: Communication Skills, Grade 4, Intermediate Grades, Interpersonal Communication
