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理解监测是元理解的重要组成，是学习者对自身理解状态进行判断的过程，受到研究者的广泛关注。已有研究对理解监测的产生机制、准确性及其提高策略进行了探讨。从社会文化和文本阅读加工角度继续深入探索是今后研究的主要方向。 相似文献
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以即刻学习判断分数和学习分配时间为指标,采用2×2混合实验设计,考察在不同难度的阅读材料条件下,学习困难学生理解监测和控制的特点。被试为金华某中学15-16岁的32名学习困难学生和34名学习优秀学生。结果发现,学习困难学生对不同难度阅读材料的即刻学习判断分数显著低于学习优秀学生,学习困难学生用于高难度阅读材料的时间显著少于学习优秀学生。 相似文献
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Joann?Marie?MigyankaEmail author Carole?Policastro Guiqiu?Lui 《Early Childhood Education Journal》2005,33(3):171-177
Many struggling readers, students with English as a second language, and children with disabilities do not engage in the strategies that good readers use when reading for understanding. Reading comprehension depends upon the students’ ability to successfully use strategies to monitor and control their own comprehension. Teachers need to help students develop skills that will aid in reading comprehension. The think-aloud is one strategy that can help struggling readers improve fluency and comprehension. One of the most important components to determine the success of the think-aloud is the teacher’s ability to model and facilitate the think-aloud procedure. The teacher needs to have a basic understanding of what is meant to be accomplished using this method. This article profiles how three teachers model and facilitate a think-aloud with three struggling readers. 相似文献
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Mingming Zhou 《教育心理学》2013,33(1):1-13
In this study, undergraduate students provided confidence ratings to predict future performance in answering questions drawn from the text before reading the text, after reading the text and after rereading the text. Self-reports of achievement goal orientations during reading and posttest scores were also collected. Student’s calibration index was the comparison between their predicted posttest performance and actual performance in the posttest. Correlational analyses did not reveal any statistically detectable relationships between self-reported goal orientations and monitoring accuracy, except that bias scores were marginally related to goal orientations. Further cluster analyses and analyses of variance (ANOVA) also showed that student’s multiple goal profiles failed to clearly differentiate the groups in terms of their calibration accuracy, yet performance-approach goals did distinguish overconfident from underconfident students. Plausible reasons for the finding were provided and implications for future research were also discussed. 相似文献
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Yildiz Uzuner 《Journal of Research in Special Educational Needs》2008,8(1):47-54
The purpose of this paper is to describe the metacognitive strategies applied during the controlling–correcting activities of three hearing-impaired youths' written answers to text-related questions. The data have been derived from a pilot action research effort. The research journal, students' portfolios, archival information, interviews, surveys and the videotaped data of this action research effort have been compiled based on the cyclical actions and analysed inductively. The metacognitive strategies the instructor applied seemed to create a supportive environment for the students to contribute to the activity, utilising some of their metacognitive strategies and skills. However, it is suggested that for their internalisation of those metacognitive strategies, they would need more practice and various experiences in meaningful learning environments. 相似文献
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