Metacognition and Self-Regulated Comprehension

By M. Pressley. 2004

326 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c2053c6a2a3ffb4bbabf7739d77268b2feb09ce4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

Citations in the corpus

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011, background): “A reader who is active and engaged in the reading material will understand more from it than a passive reader (Guthrie & Wigfield, 2000; Pressley, 2002).”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “(Anderson, 1991; Carrell, 1989; Block, 1986; Cohen, 1990; Pressley, 2002; Zhang et al., 2008).”
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “…metacognitive reading strategies that invite reflection of the reading process as a whole, students became more active in their reading, mimicking the successful strategic reading process which would normally be automatically employed by proficient readers (Pressley, 2002; Pressley et al., 2006).”
The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “comprehension of vocabulary, self-questioning (reflecting on whether they understood what they have read so far), summarizing, and inferring the main idea of each paragraph (Israel, 2007; Pressley, 2002).”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “This approach is consistent with previous research showing that inducing the use of new strategies is facilitated by explaining why the new strategy is important or might be effective (Paris & Winograd, 1990; Pressley, 2002).”
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2016, unknown): “…without reading problems (Berkeley, Marshak, Mastropieri, & Scruggs, 2011; Chan, 1991; Deshler et al., 2001; Duke & Pearson, 2002; Gersten, Fuchs, Williams, & Baker, 2001; Kim, Vaughn, Wanzek, & Wei, 2004; Palincsar & Brown, 1984; Pressley, 2002; Wanzek, Swanson, Vaughn, Roberts, & Kent, in press).”