Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

Anique B. H. de Bruin*, Keith W. Thiede, Gino Camp, Joshua Redford

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

87 Citations (Web of Science)

Abstract

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners: however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
Original languageEnglish
Pages (from-to)294-310
JournalJournal of Experimental Child Psychology
Volume109
Issue number3
DOIs
Publication statusPublished - Jul 2011

Keywords

  • Metacomprehension accuracy
  • Self-regulation
  • Text comprehension
  • Development
  • Situation model
  • Keyword generation

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