KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Assessment Tools in Education / 2020 / Cilt: 7 - Sayı: 3

The Instrument of Teaching Metacognition in Reading Classrooms: The ITMR

Nesrin Öztürk
Sayfa
305–322
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction.
📊
Temel Bulgular & Veri:Items that represent observable and measurable teacher-behavior promoting students’ metacognition were generated.
💡
Sonuç & Katkı:Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Metacognition · Instruction · Reading

Özet

Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students’ metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch’s, and Spearman’s tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.

Abstract

Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students’ metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch’s, and Spearman’s tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.

🔖

Bu Makaleye Atıf Yap

Öztürk, N. (2022). The Instrument of Teaching Metacognition in Reading Classrooms: The ITMR. International Journal of Assessment Tools in Education, Cilt: 7 - Sayı: 3, 305–322. https://ajindex.com/articles/540125

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Afflerbach, P., & Cho, B.-Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69–90).
  2. New York, NY: Routledge. Afflerbach, P., & Meuwissen, K. (2005). Teaching and learning self-assessment strategies in middle school. In S. E. Israel, C. Collins Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 141–164).
  3. Mahwah, NJ: Erlbaum. Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283–297.
  4. Andres, L. (2012). Designing and doing survey research. London, England: SAGE. Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–31).
  5. Lanham, MD: Rowman & Littlefield. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, Albert. (1971).
  6. Social learning theory. Morristown, NJ: General Learning. Bartlett, J. E., Kotrlik, J. W. K. J. W., & Higgins, C. (2001). Organizational research: Determining appropriate sample size in survey research. Information Technology, Learning, and Performance Journal, 19(1), 43–50.
  7. Baumann, J. F., Jones, L. A., & Seifert-Kessell, N. (1993). Using enhance comprehensi monitoring The authors think chil ilouds dren ’ s ion al program for teaching students think aloud during reading as a means. The Reading Teacher, 47(3), 184–193.
  8. Bolhuis, S., & Voeten, M. J. (2001). Toward self-directed learning in secondary schools: What do teachers do? Teaching and Teacher Education, 17(7), 837–855.
  9. Book, C., Duffy, G. G., Roehler, L. R., Meloth, M. S., & Vavrus, L. G. (1985). A study of the relationship between teacher explanation and student metacognitive awareness during reading instruction. Communication Education, 34, 29–36.
  10. Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
  11. Bradburn, N. M., Sudman, S., & Wansink, B. (2004). Asking questions: The de