scholarly journals Metacognitive Strategies for Reading Comprehension in Basic Education Students

2021 ◽  
pp. 34-46
Author(s):  
Zoila Isabel Tamayo Navarro
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Self Regulation ◽  
Metacognitive Strategies ◽  
Flow Diagram ◽  
Education Students ◽  
School Students ◽  
Scientific Investigations ◽  
Development Phases

The objective of this review article was to determine how metacognitive strategies improve reading comprehension in Basic Education students, for which it was proposed to search for and select the recent scientific investigations regarding metacognitive strategies and reading comprehension. Sixty papers published between 2015 and 2020 in indexed journals that address metacognitive strategies and reading comprehension were analyzed. For the choice of articles, four tables were used aligned to what was established in the flow diagram of the Prisma protocol. It was found that 70% of articles were based on metacognition theory, 15% on constructivist theory and the other 15% on other theories. It was evidenced that 50% of the studies belong to South America, while 25% to Asia and 25% to Europe. Metacognitive strategies help improve reading comprehension in elementary school students, favor self-regulation during the reading process. The role of teachers is very important for the use of appropriate and diverse strategies, techniques in order to strengthen learning and reading comprehension. The problem of reading comprehension is also manifested in the study of foreign languages. The application of metacognitive strategies programs or workshops highly favored reading comprehension, and their application in the reading development phases were planning, supervision and evaluation, which helped to significantly improve the comprehension of texts.

Motives for using social media among post-basic education students (11-12) in Al-Buraimi Governorate schools in the Sultanate of Oman: دوافع استخدام وسائل التواصل الاجتماعي لدى طلبة مرحلة التعليم ما بعد الأساسي (11-12) بمدارس محافظة البريمي بسلطنة عُمان

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Abdelfattah Mohammed Said Alkhawaja, Shahin Mohammed Ali Kam
Keyword(s):  
Social Media ◽  
Basic Education ◽  
Sultanate Of Oman ◽  
Education Students ◽  
School Students ◽  
The Public ◽  
Significant Difference ◽  
Time Type ◽  
Grade 11

The main of this study is to identify the motivation for using social media among grade (11-12) school students at Al-Buraimi governorate in Oman through the following variables (class, gender, time, type of media mostly visited & the purpose of using the site). Among sample (240 male & female) students, who were distributed into 13 different schools from Al-Buraimi, mahdah & as-sunaynah. A questionnaire of motivation for using Social Media has been used. The sample percentage was 13% of the whole population target. The results showed that there are no statistical differences between grade 11 and grade 12 students in using social media. In addition, there is no significant difference in (gender) in using social media. Also, the study revealed that the most highlighted usage of social media amongst the study sample was for exploring the public culture. While the results showed that the number (155) of the study sample, which means (60%), they are using social media according to the available conditions. (47.9%) percentage of the sample was on social media about (1-3 hours). The most popular site was Instagram. The study recommended activating the role of the school administration, teacher & social worker in the school for helping students to take the benefit from social media & address the negative aspects of these means through school radio, lectures, seminars, scientific journals & etc.

scholarly journals Self-regulation for learning intervention in reading comprehension: an integrative review

2021 ◽  
Vol 38 ◽  
Author(s):  
Adriana Satico FERRAZ ◽  
Acácia Aparecida Angeli dos SANTOS
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Self Regulation ◽  
Intervention Programs ◽  
Integrative Review ◽  
Education Students ◽  
Learning Intervention ◽  
Cognitive Linguistic ◽  
Regulatory Strategies

Abstract This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rdto 6thgrade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students' performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students' self-regulation in carrying out tasks that involve reading comprehension.

scholarly journals The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

2021 ◽  
Vol 15 (1) ◽  
pp. 79
Author(s):  
Amel AlAdwani ◽  
Anam AlFadley ◽  
Maha AlGasab ◽  
Ahmad F. Alnwaiem
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Second Language Acquisition ◽  
Reading Strategies ◽  
National Curriculum ◽  
Metacognitive Strategies ◽  
School Students ◽  
Foreign Language Learners ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

scholarly journals ENFOQUES DE APRENDIZAJE, COMPRENSIÓN LECTORA Y AUTORREGULACIÓN: ÚLTIMOS HALLAZGOS

2016 ◽  
Vol 4 (1) ◽  
pp. 255
Author(s):  
Ana Belén García Berbén ◽  
Fernando Justicia Justicia ◽  
Francisco Cano García ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Self Regulation ◽  
Point Of View ◽  
Learning Approaches ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto ◽  
Quasi Experimental ◽  
Teaching Learning

Abstract.LEARNING APPROACHES, READING COMPREHENSION AND SELF-REGULATION: THE LATEST FOUNDTwo independent investigation lines, learning approaches and reading comprehension are related to reply to some difficulties that were found in high-school students. This paper attempts to show the findings in the study of the relations between: on one hand, a) reading comprehension (it is a process through students build a mental representation about the information in the text); b) previous knowledge and c) generation of questions; on the other hand, d) learning approaches (how they feel and deal with learning situations); e) self-regulation; f) academic achievement. 1.125 ninth-grade students from 28 schools of the metropolitan area of Granada took part in three studies (two with ex-post-facto design and one with a quasi-experimental design). Results from different studies showed relations between variables. In the conclusion, we indicate the mediator function of the questions and the importance of adopting a broad point of view about the comprehension in texts of sciences. Some implications about teaching-learning in sciences are mentioned.Keywords: learning approaches, reading comprehension, question generation, academic achievement.Resumen.Dos líneas de investigación independientes, enfoques de aprendizaje y comprensión lectora se relacionan para dar respuesta a algunas de las dificultades encontradas en los estudiantes de secundaria. El objetivo es presentar un resumen de los hallazgos obtenidos en el estudio de las relaciones entre: por una parte, a) comprensión lectora (proceso mediante el que los estudiantes construyen una representación mental de la información del texto); b) conocimiento previo y c) generación de preguntas; por otra parte, d) enfoques de aprendizaje (modo en que experimentan y abordan las situaciones de aprendizaje) e) autorregulación y f) rendimiento académico. Un total de 1.125 estudiantes de cuarto de secundaria, de 28 centros del área metropolitana de Granada, participaron en tres estudios (dos con diseños ex-post-facto y un tercero con diseño cuasi-experimental). Los resultados  de los diferentes estudios mostraron relaciones entre las variables. Se concluye enfatizando el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias. Y se mencionan algunas implicaciones para la enseñanza-aprendizaje de las ciencias.Palabras clave: enfoques de aprendizaje, comprensión lectora, generación de preguntas, rendimiento.

scholarly journals O papel do inglês na formação e na internacionalização da educação no Brasil

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Kyria Rebeca Finardi ◽  
Maria Carolina Porcino
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Basic Education ◽  
International Programs ◽  
School Students ◽  
International Language ◽  
The Status ◽  
Education Today ◽  
Instrumental Role

Resumo O objetivo deste artigo é refletir acerca do papel do inglês na educação brasileira contemporânea. O estudo revisa políticas linguísticas e de internacionalização sugerindo que há uma tensão entre o papel formador e o papel instrumental da língua inglesa na educação atual. A fim de subsidiar a reflexão proposta, o estudo analisa dados de dois questionários com perguntas relacionadas ao ensino e à aprendizagem de línguas estrangeiras no Brasil. Utilizou-se uma metodologia híbrida analisando dados quantitativos e qualitativos dos questionários respondidos por 65 participantes, sendo 43 estudantes do ensino médio de uma comunidade capixaba de imigrantes pomeranos e 22 professores de inglês. A análise dos questionários sugere que os brasileiros querem aprender inglês como língua estrangeira e veem esse idioma como tendo status de língua internacional. Os resultados mostram que a maior diferença entre o ensino desse idioma no Brasil está nos seus papeis ora formador (na educação básica) ora instrumental (nos cursos livres e programas de internacionalização), confirmando a hipótese levantada na análise das políticas linguísticas de que há uma tensão entre os papeis formador e instrumental do inglês na educação brasileira. Palavras-chave: Formação. Internacionalização. Educação. Papel do inglês.   Abstract This paper aims at reflecting on the role of English in contemporary Brazilian education. The study reviews language and internationalization policies suggesting that there is a tension between the formative role and the instrumental role of English in education today. In order to subsidize the proposed reflection, the study analyzes data from two questionnaires with questions related to teaching and learning foreign languages in Brazil. A hybrid methodology was used to analyze quantitative and qualitative data from the questionnaires answered by 65 participants of whom 43 were high school students from a community with Pomeranian immigrants and 22 were English teachers. The analysis of the questionnaires suggests that Brazilians want to learn English as a foreign language and see that language as having the status of an international language. Results show that the main difference between the teaching of this language in Brazil is related to its formative role (in basic education) and its instrumental role (in private language institutes and international programs), confirming the hypothesis raised in the analysis of language policies that there is a tension between the formative and instrumental roles of English in Brazilian education. Keywords: Formation. Internationalization. Education. Role of English.

Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties

2021 ◽  
pp. 002383092110392
Author(s):  
Rebecca Parker
Keyword(s):  
Reading Comprehension ◽  
Language Comprehension ◽  
Attentional Control ◽  
Self Regulation ◽  
Regression Analyses ◽  
Language History ◽  
Language Difficulties ◽  
Eighth Grade Students ◽  
Students With Ld

This study sought to determine if the inhibitory construct of executive function (EF) and self-regulation (SR) contributes unique variance to reading comprehension (RC) beyond word recognition/decoding (WR/D) and language comprehension (LC), and if the contribution differs according to language history. Thirty-two sixth, seventh, and eighth grade students participated in this study. Seventeen students had language difficulties (LD) and fifteen students had typical language histories (LH). Participants were given a battery of RC, LC, WR/D, and inhibition (attentional control and interference) measures. Hierarchical multiple regression analyses and tests for moderation effects were used to explore the contribution of each variable to RC. Inhibition contributed significant variance to RC in addition to the variance accounted for by LC and WR/D in adolescent learners. Inhibition contributed a greater proportion of variance to RC for students with typical LH than for students with LD. Advancing the understanding of the role of inhibition in EF, SR, and RC may support early identification efforts and drive the development of interventions that effectively target RC deficits.

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