Abstract
This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This systematic metacognitive inquiry treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted with 196 intermediate elementary students in 10 classrooms. Each classroom had three experimental levels: cognitive assessment only (control group), cognitive assessment + profile awareness (profile awareness group), and cognitive assessment + profile awareness + metacognitive systematic inquiry (metacognitive systematic inquiry group). The treatment yielded significantly higher comprehension on a valid state standardized reading test, but not on an informal reading inventory.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
