Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

By L. Mason. 2004

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6598b1a0e1c90162f0b20f5ea9d2635a565876c6

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In Developmental and Educational Psychology

Citations in the corpus

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, background): “Paraphrasing improved struggling readers’ main idea identification and recall across grade levels (Ellis & Graves, 1990; Hagaman et al., 2012, 2016; Hagaman & Reid, 2008; Jenkins et al., 1987; Jitendra et al., 1998; Katims & Harris, 1997; Mason, 2004; Mason et al., 2006; Mastropieri et al., 2003).”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, methodology): “For example, an article by Mason (2004), dealing with the self-regulated strategy development (SRSD), was identified through our self-regulated learning search.”
Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research (2008, background): “…reading comprehension before (think about author’s purpose, what you want to know, and what you want to learn), during (think about reading speed, linking knowledge, and rereading parts), and after reading (think about the main idea, summarizing information, and what you learned) (Mason, 2004).”
Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009, background): “Reading comprehension, the construction of meaning from text, is generally considered one of the most central cognitive skills young students acquire during their school career (Mason, 2004).”
The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy (2011, result): “The findings of the study are in line with other researchers, such as Guthrie et al (2004), Mason(2004), Schober & Ziegler (2001), Fuchs et al (2003), Shunck (1994).”
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008, background): “Training programs that promote self-regulated learning have been found to be beneficial for students’ learning (e.g., Mason 2004).”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, methodology): “The limited number of available participants made it impossible to form a third group that would allow a comparison of TWA-WS with another theoretically sound intervention, as in the study by Mason (2004).”
Understanding the effects of constructivist learning environments: introducing a multi-directional approach (2008, background): “Further, programs that promote self-regulated learning have been found to be beneficial for students’ achievement (e.g., Mason 2004 ).”
Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, methodology): “Recently, Rogevich and Perin (2008) examined the effects of written summarization along with the TWA ( T hink before reading, W hile reading, and A fter reading), a technique developed by Mason (2004) that emphasizes self-monitoring.”
Self-Regulation through Transactional Strategies Instruction (2007, background): “Since 1989, there have been consistent reports that comprehension strategies instruction is challenging for teachers to the point that they cannot or do not learn how to teach the strategies (Almasi, 2003; Klingner, Vaughn, Arguelles, Hughes, & Leftwich, 2004; Klingner, Vaughn, & Schumm, 1998; Mason”
The Effects of Self-Questioning on Reading Comprehension: A Literature Review (2016, methodology): “In the Mason (2004) study, students in the TWA group outperformed the control group on oral retell measures; however, there were no differences in performance between the groups on written retell measures.”