Generating keywords improves metacomprehension and self-regulation in elementary and middle school children.

Anique B. H. de Bruin*, Keith Thiede, G. Camp, Josh Redford

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; 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 when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
    Original languageEnglish
    Pages (from-to)294-310
    JournalJournal of Experimental Child Psychology
    Volume109
    Issue number3
    DOIs
    Publication statusPublished - 2011

    Keywords

    • Metacomprehension accuracy
    • Self-regulation
    • Text comprehension
    • Development
    • Situation model
    • Keyword generation

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