Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders

Abstract

Metacognitive reading strategies were trained and practiced using interactive Web-based tools. Twenty middle school poor reading comprehenders were trained in two metacognitive strategies using a Web-based application called 3D-Readers. The training texts were science-oriented and merged the narrative and expository genres. Results from a within-subjects design answered two main experimental questions: (1) Were greater comprehension gains demonstrated after reading experimental texts with embedded verbal (generate questions) and visual (create a model) strategies compared to control texts? (2) Did the embedded strategies affect elective rereading of the texts? The data answered both questions in the affirmative. Comprehension, as assessed with constructed answers, was significantly higher in the experimental condition, thus demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. In addition, participants elected to reread more often in the experimental condition (as assessed with number of clicks to “ScrollBack” through the text), thus demonstrating the efficacy of strategy training on text reprocessing. Interestingly, the poorer comprehenders altered their rereading behavior the most. Implications for Web-based instructional applications are discussed.

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Correspondence to Mina C. Johnson-Glenberg.

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Johnson-Glenberg, M.C. Web-Based Training of Metacognitive Strategies for Text Comprehension: Focus on Poor Comprehenders. Read Writ 18, 755–786 (2005). https://doi.org/10.1007/s11145-005-0956-5

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Keywords

  • At-risk readers
  • Comprehension
  • Computer-assisted learning
  • Metacognitive strategies
  • Reading remediation
  • Struggling readers
  • Web-based applications