Skip to main content
padlock icon - secure page this page is secure

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

Buy Article:

$45.00 + tax (Refund Policy)

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.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of Cyprus

Publication date: January 1, 1999

More about this publication?
  • 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.
  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Subscribe to this Title
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more