The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis
Yi-Chin Lan, Yu-Ling Lo, Ying-Shao Hsu
Journal of Educational Technology & Society Volume 17, Number 4 ISSN 1176-3647 e-ISSN 1176-3647
Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized reading contexts. Overall, some instances of metacognitive strategy instruction tended to be more effective than others. Additionally, the effects of the instruction seemed to vary according to participants' characteristics. Drawing upon the findings of this meta-analysis, we propose recommendations for future research and practice.
Lan, Y.C., Lo, Y.L. & Hsu, Y.S. The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis. Journal of Educational Technology & Society, 17(4), 186-202. Retrieved March 27, 2023 from https://www.learntechlib.org/p/156096/.
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