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Improving Metacomprehension & Self-Regulated Learning from Scientific
Texts
A great deal of student learning occurs in
self-regulated activities such as reading or studying outside of a
structured classroom context. For these activities, it is important
that students accurately differentiate well-learned material from
less-learned material, else they could waste time studying material that
is already well learned, or worse, fail to restudy material that has not
yet been adequately learned. Prior research conducted by Thiede,
Anderson, and Therriault has shown that students who more accurately
monitor their comprehension make better decisions about what to restudy
and accordingly perform better on subsequent tests of comprehension
Thus, it is important to find ways to help students more accurately
assess their own comprehension.
In
previous research, Thiede and his colleagues has explored several kinds
of interventions designed to increase the accuracy of comprehension
monitoring. The research of the current grant builds on that research,
and will examine whether those previous interventions can help 7th
grade students better learn scientific texts. This project is funded by
a four-year 1.8 million dollar grant through the Institute of Education
Science from the United States Department of Education.
Project Staff
Principal Investigator: Keith Thiede, 208.426.1278
Post Doctoral Fellow: Joshua Redford, 208.426.1278 |
