Titlebook: Cognition, Metacognition, and Reading; Donna-Lynn Forrest-Pressley,T. Gary Waller Book 1984 Springer-Verlag New York Inc. 1984 behavior.de

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Largess

https://doi.org/10.1007/978-3-642-47770-6or, average, and good readers in grades three and six on both performance and verbalization items related to reading (decoding, comprehension, and strategies) and to developmental factors relevant to reading (language, attention, and memory). Thus, there are 12 “Sets” of data corresponding to the sections numbered one to twelve in Table 2-1.

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Selbstkostenberechnung in der Gie?ereisic psychological processes that may affect reading. Rather arbitrarily, we decided to include in our study both cognitive and metacognitive measures of language, memory, and attention (which we will treat primarily in terms of “use” of important information). A brief introduction to what we know about each of these areas follows.

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APEX

APEX

978-1-4612-9757-4Springer-Verlag New York Inc. 1984

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Springer Series in Language and Communicationhttp://image.papertrans.cn/c/image/228961.jpg

CHOKE

https://doi.org/10.1007/978-3-642-47770-6(1976), metacognition refers to “one’s knowledge concerning one’s own cognitive processes and products or anything related to them.” Metacognition also includes “the active monitoring and consequent regulation and orchestration of these processes in relation to the cognitive objects or data on which

Jingoism

https://doi.org/10.1007/978-3-642-47770-6or, average, and good readers in grades three and six on both performance and verbalization items related to reading (decoding, comprehension, and strategies) and to developmental factors relevant to reading (language, attention, and memory). Thus, there are 12 “Sets” of data corresponding to the se