Material Detail

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

Improving Lecture Comprehension: Effects of a Metacognitive Strategy

'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 to pose questions for themselves during classroom lectures; following the lectures, they used their questions to engage in reciprocal peer-questioning and responding. Students in a self-questioning only condition also engaged in self-questioning during the lectures and then answered their own questions; in a review... Show More
Rate

Quality

  • Editor Reviews
  • User Rating
  • Comments
  • Learning Exercises
  • Bookmark Collections
  • Course ePortfolios
  • Accessibility Info

More about this material

Browse...

Disciplines with similar materials as Improving Lecture Comprehension: Effects of a Metacognitive Strategy

Comments

Log in to participate in the discussions or sign up if you are not already a MERLOT member.