The role of metacognition in reading comprehension

van Kraayenoord, Christina E. (2010). The role of metacognition in reading comprehension. In Hans-Peter Trolldenier, Wolfgang Lenhard and Peter Marx (Ed.), Brennpunkte der Gedachtnisforschung entwicklungs- und pädagogisch-psychologische Perspektiven (pp. 277-302) Gottingen, Germany: Hogrefe.

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Author van Kraayenoord, Christina E.
Title of chapter The role of metacognition in reading comprehension
Title of book Brennpunkte der Gedachtnisforschung entwicklungs- und pädagogisch-psychologische Perspektiven
Translated title of book Focal points of the research and development of pedagogically-psychological perspectives
Language of Book Title ger
Place of Publication Gottingen, Germany
Publisher Hogrefe
Publication Year 2010
Sub-type Critical review of research, literature review, critical commentary
Year available 2010
ISBN 9783801723446
3801723445
Editor Hans-Peter Trolldenier
Wolfgang Lenhard
Peter Marx
Start page 277
End page 302
Total pages 25
Total chapters 18
Collection year 2011
Language eng
ger
Subjects B1
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Translation from publisher: Additional Information This book combines the first time, the psychology of human memory with the psychology of human development and educational psychology . More than 20 nationally and internationally known authors who , together the latest research results and provide students, researchers and practitioners with the latest findings valuable ideas and information. The 18 contributions are divided into four parts : The part of " General Psychological research on memory, " contains worth knowing aspects of the formation of concepts , the effects of emotions in my processes, genome and the environment ( "The epigenetic memory " ), the Cognitive Load and model assumptions on working memory . The " development of memory is " illuminated by the following selected topics : memory and theory of mind , memory for self-experienced events , memory and language , strategy use, metamemory and strategic self-monitoring , both in children and adolescents. Basic pedagogical- psychological problems are discussed in the section "memory and school performance , "namely cognitive determinants of school performance , memory deficits in learning and performance disorders , phonological awareness and reading and metacognition and reading comprehension. More practice- oriented educational and psychological topics will be covered in the section " diagnosis and support , " and that differential diagnosis of working memory , optimizing memory performance and the consideration of limited working memory resources for teaching and learning support .

Document type: Book Chapter
Collections: Official 2011 Collection
School of Education Publications
 
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Created: Fri, 24 Sep 2010, 12:08:34 EST by Claire Backhouse on behalf of School of Education