The role of meta‐cognitive cues on the comprehension of proficient and poor readers
- 20 April 2020
- journal article
- research article
- Published by Wiley in Journal of Research in Reading
- Vol. 43 (3), 272-289
- https://doi.org/10.1111/1467-9817.12303
Abstract
No abstract availableKeywords
Funding Information
- Desarrollo de una herramienta computacional para la evaluación automática de textos en el sistema escolar chileno (IT17I0051)
- Tecnología computacional para el mejoramiento de la comprensión lectora en estudiantes del sistema escolar chileno (IT16I10044, IT17I0051)
This publication has 29 references indexed in Scilit:
- Poor Metacomprehension Accuracy as a Result of Inappropriate Cue UseDiscourse Processes, 2010
- MetacomprehensionCurrent Directions in Psychological Science, 2007
- Individual Differences in Absolute and Relative Metacomprehension Accuracy.Journal of Educational Psychology, 2005
- Understanding the Delayed-Keyword Effect on Metacomprehension Accuracy.Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
- Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension DifficultiesJournal of Memory and Language, 1998
- Monitoring of comprehension: The role of text difficulty in metamemory for narrative and expository textMemory & Cognition, 1995
- Comprehension evaluation and regulation in learning from science textsJournal of Research in Science Teaching, 1990
- Domain-specific knowledge and memory performance: A comparison of high- and low-aptitude children.Journal of Educational Psychology, 1989
- Metacomprehension of text material.Journal of Experimental Psychology: Learning, Memory, and Cognition, 1984
- Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.American Psychologist, 1979