Putting the Comprehension in Metacomprehension

By Jennifer Wiley, Thomas D. Griffin, Keith Thiede. 2005

162 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ac6e52731df2120f0ff79f01987240e83fb2b1a0

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “In essence, successful comprehension from expository text involves understanding the underlying explanatory principles and causal mechanisms of a phenomenon, not just the “what” and “where” (Graesser & Olde, 2003; Kintsch, 1998; Wiley, Griffin & Thiede, 2005).”
Concept mapping improves metacomprehension accuracy among 7th graders (2012, background): “…(Kintsch, 1994; McNamara, Kintsch, Songer, & Kintsch, 1996), metacomprehension accuracy should increase if readers use cues based on their situation model to judge their comprehension (for a detailed discussion of designing texts and tests for assessing the situation model see Wiley et al., 2005).”
Do illustrations help or harm metacomprehension accuracy (2014, background): “…of cues may be very salient to a reader, they are not directly related to the process of creating a mental model of the text and therefore are likely to be less valid predictors of performance on comprehension tests (Dunlosky, Rawson, & Middleton, 2005; Griffin et al., 2013; Wiley et al., 2005).”
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use (2010, background): “The order of cue quality was based on theoretical premises that metacomprehension cues that assess the quality of understanding of the situation-model level representation will be the most valid predictors of performance on a test of comprehension (Griffin, Jee, & Wiley, 2009; Thiede et al., 2009; W”