Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children
NOTICE: This is the author‘s version of a work accepted for publication by Elsevier. Changes resulting from the publishing process, including peer review, editing, corrections, structural formatting and other quality control mechanisms, may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. The definitive version has been published in Journal of Experimental Child Psychology, Volume 109, Issue 3, 2011. DOI: 10.1016/j.jecp.2011.02.005
Metacomprehension accuracy is typically quite poor; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater for the delayed-keyword condition than for a control group. By contrast, for fourth graders, accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study.
Anique B.H. de Bruin, Keith Thiede, Gino Camp, and Joshua Redford. "Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children" Journal of Experimental Child Psychology 109.3 (2011): 294-310.
Available at: http://works.bepress.com/keith_thiede/6