EFFECTS OF TWO METACOGNITIVE PROGRAMS ON COMPREHENSION, TRANSFER AND MAINTENANCE OF TIME-ORDER SEQUENCING IN TEXT (CAUSALITY, READING)
The purpose of this study was to determine the effects of a task specific (TS) and a generalized (G) metacognitive awareness strategies program (MASP) on comprehension, maintenance, and transfer of explicit and implicit time-order sequencing in text as measured by raw gain scores on the Equivalent Reading Comprehension Test and the Reading Comprehension Transfer Test administered at (a) pretesting, (b) posttesting (immediately after training), and (c) post/posttesting (four weeks after completion of training).^ The theoretical foundation for the study of metacognition were the task specific models of Belmont and Butterfield (1971, 1973, 1977, 1980) and the general models of Brown (1975, 1977, 1978, 1981, in press).^ Analyses of variance were performed to determine the significant differences between gain score means of sixty seventh-grade poor readers as a function of treatment. No significant differences were found between groups on all measures comparing comprehension, transfer, and maintenance.^ In supplementary analysis, although there were no significant differences between scores measuring the knowledge of the task specific, on-line strategy of RCFN and its utilization during posttesting and post/posttesting for subjects in Experimental Groups I, there were significant differences between the knowledge of the general planning strategy of SABAMI and its utilization during post-posttesting (t = 4.07, p < .001).^ A major conclusion derived from this study was that subjects in both programs ddemonstrated substantial growth, maintenance, and positive transfer in time-order sequencing in text as a result of the sequential and analytical development of the materials and the match between these controlled materials and the level of student for whom the materials were designed.^ Another major conclusion was that subjects in both treatments approached the reading comprehension and transfer tasks with similar strategic awareness, although different combinations of strategies were stressed in each training program.^ The study confirmed the need to incorporate specific skills training with self-regulation training, and to help students to generalize these strategies across tasks within a domain and across domains. ^
BRILL, MORTON, "EFFECTS OF TWO METACOGNITIVE PROGRAMS ON COMPREHENSION, TRANSFER AND MAINTENANCE OF TIME-ORDER SEQUENCING IN TEXT (CAUSALITY, READING)" (1984). ETD Collection for Fordham University. AAI8423117.