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Intervention in Metacognition and Learning: A Case Study in the Elementary School

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This paper presents an intervention program on the teaching of metacognitive strategies in reading comprehension. The aim of the program was to help third-grade students become conscious of their own deficiencies in reading comprehension, develop metacognitive strategies and improve their reading comprehension. The results of this study clearly point to the effectiveness of the intervention program, which was based on reciprocal teaching and cooperative learning. The findings are discussed in the light of the debate about the self as an active cognitive agent and the role of instruction for the acquisition of metacognitive activity.
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Document Type: Research Article

Affiliations: University of Cyprus

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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