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Metacognition about reading in Singaporean children: Issues in measurement
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Wong, M. Y., Chang, A. S. C., & Hong, E. L. (2000). Metacognition about reading in Singaporean children: Issues in measurement. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 346-354). Singapore: Educational Research Association.
How well children plan and monitor their own reading relies on what they know about the goals, tasks, and strategies of reading. If it is believed that metacognition is to be useful for readers, teachers and researchers, more attention needs to be paid not just to the definition of metacognition but also to the creation of appropriate measures of metacognition. Little agreement has been reached about the most effective ways of measuring metacognition. In a pilot study with Singaporean English Dominant and English Non-Dominant students, an examination of the types of metacognitive strategies applied and the frequency by which the strategies are applied is carried out. In a previous study, a 21-item trial inventory was administered to 11, 13 and 15 year olds. The findings highlighted the need to further improve and fine-tune the items for measure. The developments on this instrument and the findings made will be discussed.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
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