An Analysis of Student's Self-Monitoring in First-and Second-Grade Classrooms  

Oleh:

Vanleuvan, Patricia ; Wangs, Margaret C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 03 (Jan. 1997), page 132-143.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

ABSTRACT Students' verbalizations were examined to identify instances of self-instruction (i.e., use of relevant knowledge and skills) and self-monitoring (i.e., task-relevant self-talk) during reading and mathematics in a suburban elementary school. The study included 56 students randomly selected across achievement levels and all special education students mainstreamed in sever.. classrooms. Of the 16,115 student verbalizations, 53% were self-instructive; 28% of these statements involved self-monitoring. Differences in self-monitoring were found for boys versus girls. The self-monitoring of students who perceived their cognitive ability to be low was significantly different. Tests of difference in self-monitoring by achievement rank yielded no difference, but significant differences were found for two types of subcategories of self-monitoring, self-interrogations that involved either (a) subject matter knowledge or {b) error checking.

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