Browsing by Subject "Metacognition in children"
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Item Enhancing young readers' oral reading fluency and metacognitive sophistication : evaluating the effectiveness of a computer mediated self-monitoring literacy tool(2006-05) Wick, Jennifer Bernadette, 1971-; Schallert, Diane L.; Maloch, BethThe purpose of this study was to evaluate the effectiveness of an innovative program that involved the use of a metacognitive self-monitoring checklist and computer video recording device to help fourth graders improve their oral reading fluency. The main hypothesis tested was that students involved in this innovative program would experience increases in oral reading fluency, metacognition, reading comprehension, and motivation for reading relative to students not exposed to the program. Research on fluency defines the literacy process as automatic word recognition and prosodic, expressive reading (Kuhn & Stahl, 2003). Fluent readers direct attention toward text meaning rather than word decoding and are able to read aloud with speed, accuracy, and proper expression (e.g., Rasinski, 2003). Additional research incorporated into this intervention included teaching students self-monitoring strategies (e.g., Butler, 1998), increasing students’ metacognition performance through relevant learning strategy use (Garcia & Pintrich, 1994), and facilitating metacognitive development to increase students’ task awareness and self-regulation throughout task performance (Paris & Winograd, 1990). This intervention study included six dependent variable measures administered to 117 fourth-grade summer school students before and after program implementation, two measures of fluency, two measures of comprehension, and measures of metacognition and motivation. Data analysis used a multivariate analysis of variance (MANOVA) design that consisted of six groups of fourth-grade students representing between subjects effects of checklist (with or without) and reading (video, audio, or neither). The within subjects main effect of time (pre-test and post-test) was tested, as were interactions among the three independent variables. Results from this research did not support the hypothesis for use of the innovative fluency program for either the self-monitoring checklist or video-recorded innovation. Statistical significance was reported for students’ metacognitive reading awareness relative to specific fluency gains achieved by students across the duration of the intervention.