Improving Lecture Comprehension: Effects of a Metacognitive Strategy
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Improving Lecture Comprehension: Effects of a Metacognitive Strategy

        

Improving Lecture Comprehension: Effects of a Metacognitive Strategy

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'In previous research self-questioning strategies have been found to significantly improve reading comprehension, presumably because of the metacognitive nature of the self-questioning process. The purpose of the present study was to determine whether this metacognitive strategy also enhances lecture comprehension, that is, comprehension of non-text, orally presented material. In a self-questioning combined with reciprocal peer-questioning condition, ninthgraders were trained... More
Material Type: Open Journal-Article
Technical Format: PDF
Date Added to MERLOT: July 28, 2008
Date Modified in MERLOT: September 15, 2014
Authors:
Submitter: Cathy Swift

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About

Primary Audience: College General Ed, College Lower Division, College Upper Division, Professional
Mobile Compatibility: Not specified at this time
Language: English
Cost Involved: no
Source Code Available: unsure
Accessiblity Information Available: unsure
Creative Commons: no

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