THE EFFECT OF METACOGNITIVE STRATEGY AWARENESS TRAINING ON STUDENTS' QUESTION ANSWERING BEHAVIOR.

摘要

The purpose of this study was to investigate the effect of training students in the awareness and use of available strategies for responding appropriately to post-reading comprehension questions. Students in fourth, sixth, and eighth grades were trained to identify three types of questions--text explicit, text implicit, and script implicit--and to employ the strategy for answering the question that was implied by the category to which it belongs. Then these students were compared to students who received a minimum of training, or orientation to the three question types; all students were compared to adult skilled readers who received a minimum level of orientation.; Results suggested that the training period was superior to the orientation period for students of all grade and ability levels, though students in both treatment conditions responded at a lower level than adult skilled readers. In addition, while students appeared to be more sensitive to their performance on text explicit and script implicit questions (i.e., better able to identify by type), actual performance (i.e., responding to the questions with an appropriate response, using an appropriate category) tended to be higher on both text explicit and text implicit questions and lower on script implicit. Factors such as grade level and ability level tended to operate in expected directions when students read the same passage. However, when students read a passage at their appropriate reading level, differences were not as consistent across grade levels. Ability differences tended to remain stable regardless of passage difficulty.