Survey of Developmental Students' Print and Online Metacognitive Reading
This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students'...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Mary Keller Boudreaux [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Educational research quarterly - Grambling, La., 1976, 39(2016), 3, Seite 3 |
|---|---|
| Übergeordnetes Werk: |
volume:39 ; year:2016 ; number:3 ; pages:3 |
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This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students' awareness and perceived use of support reading strategies while comprehending print and online academic texts. The findings show significance in four of nine support metacognitive reading strategy uses. |
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This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students' awareness and perceived use of support reading strategies while comprehending print and online academic texts. The findings show significance in four of nine support metacognitive reading strategy uses. |
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