CHILDRENS METACOGNITION ABOUT READING - ISSUES IN DEFINITION, MEASUREMENT, AND INSTRUCTION

被引：333

作者：

JACOBS, JE ^{[1
]}

PARIS, SG ^{[1
]}

机构：

[1] UNIV MICHIGAN,ANN ARBOR,MI 48109

来源：

EDUCATIONAL PSYCHOLOGIST | 1987年 / 22卷 / 3-4期

关键词：

D O I：

10.1207/s15326985ep2203&4_4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：255 / 278

页数：24

共 44 条

[1]

BABBS PJ, 1983, READ TEACH, V36, P422

[2]

Baker L., 1984, HDB READING RES, P353

[3]

BORKOWSKI JG, 1987, INTELLIGENCE COGNITI

[4]

Brown A. L., 1983, HDB CHILD PSYCHOL CO, V3, P77

[5]

BROWN AL, 1984, DECADE READING RES I, P49

[6]

CANNEY G, 1979, 120 U ILL CTR STUD R

[7]

Clay M., 1972, READING PATTERNING C

[8]

COSTA AL, 1984, EDUC LEADERSHIP, V42, P57

[9] THE RELATIONSHIP BETWEEN EXPLICIT VERBAL EXPLANATIONS DURING READING SKILL INSTRUCTION AND STUDENT AWARENESS AND ACHIEVEMENT - A STUDY OF READING TEACHER EFFECTS [J].

DUFFY, GG ;

ROEHLER, LR ;

MELOTH, MS ;

VAVRUS, LG ;

BOOK, C ;

PUTNAM, J ;

WESSELMAN, R .

READING RESEARCH QUARTERLY, 1986, 21 (03) :237-252

[10] HOW TEACHERS INSTRUCTIONAL TALK INFLUENCES STUDENTS UNDERSTANDING OF LESSON CONTENT [J].

DUFFY, GG ;

ROEHLER, LR ;

RACKLIFFE, G .

ELEMENTARY SCHOOL JOURNAL, 1986, 87 (01) :3-16

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