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Lista de candidatos sometidos a examen:
1) metacognitive (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: metacognitive
Is in goldstandard
1
paper corpusSignosTxtLongLines122 - : The aim of this study is to detect certain developmental trends concerning Chilean school children's metacognitive knowledge about reading, which was analized in six subdomains: knowledge about text and task, and about four types of strategies (plannning, evaluation, reading and remedial strategies ). The data was obtained by means of a multiple choice instrument which was applied to a sample of 280 students attending 6^th and 8^th primary grades 2^nd and 4^th secondary grades, that is, covering 6 school years. The global analisis of the results showed a sustained increase in their metacognitive knowledge and the difference between all the grades sampled turned out to be statistically significative. A correlation test showed a very small lineal correlation among the six subdomains. Yet, when separating the results into the subdomains we found great difference in the rythm of development thus providing support for our analisis.
2
paper corpusSignosTxtLongLines406 - : “a metacognitive process… essential for competent reading, which directs the reader’s cognitive processes as he/she strives to make sense of incoming textual information” (Wagoner, 1983: 328 ).
Evaluando al candidato metacognitive:
1) reading: 3 (*)
3) grades: 3
metacognitive
Lengua: eng
Frec: 59
Docs: 18
Nombre propio: / 59 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.551 = (1 + (1+2.8073549220576) / (1+5.90689059560852)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| metacognitive |
: Allal, L. (2000) Metacognitive regulation of writing in the classroom. En A. Camps & M. Milian (eds.) Metalinguistic Activity in Learning to Write. Amsterdam: Amsterdam University Press (pp. 145-166). : Baker, L. & Brown, A. (1984). Metacognitive skill and reading. En D. Pearson, R. Barr, M. Kamil & P. Mosenthal (Comps.), Handbook of reading research (pp. 353-394). New York: Longmann. : Baker, L., (1996). Social influences on metacognitive development in reading. En C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties (pp. 331-352). Mahwah, NJ: Erlbaum. : Braaten, I. (1991) "Vygotsky as Precursor to Metacognitive Theory: I. The concept of Metacognition and Its Roots" en Scandinavian Journal of Educational. Research Vol. 35, N3 (pp. 305-320). : Brantmeier, C. & Dragiyski, B. (2009). Toward a dependable measure of metacognitive reading strategies with advanced L2 learners. In C. Brantmeier (Ed.), Crossing languages and research methods: Analyses of adult foreign language reading (pp. 47-72). Charlotte, NC: IAP. : Brown, A. (1980). Metacognitive development and reading. En R. Spiro, B. Bruce & W. Brewer (Eds.), Theorical issues in reading comprehension (pp. 453-481). Hillsdale, N.J.: Erlbaum. : Byalistok, E. & Bouchard, E. R. (1985) "A metacognitive framework for the development of first and second language skills" en D. L. Forrest-Presley, G. E. MacKinnon y T. Gary Waller (Eds.) Metacognition, Cognition and Human Performance, Orlando: Academic Press, 207-252. : Ehrlich, M-F. (1999) Metacognitive monitoring of text cohesion in children. En H. van Oostendorp y S. Goldman (Eds.) The construction of mental representations during reading. Mahwah, LEA. 281-302. : Ehrlich, M. F. (1996). Metacognitive monitoring in the processing of anaphoric devices in skilled and less skilled comprehenders. En C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and remediation (pp. 221-249). Malwah, NJ: Lawrence Erlbaum. : Fernández-Duque, D., Baird, J. & Posner, M. (2000). Ejecutive attention and metacognitive regulation. Conciousness and Cognition, 9(2), 288-307. : Gordon, C. y C. Brown (1985) Metacognitive processes: reading and writing narrative discourses, en D.L. Forrest-Pressley, G.E. MacKinnon y G. Waller (Eds.), Metacognition, cognition and human performance. New York: Academic Press. : Larivée,S., Normandeau,S., Bouffard-Bouchard,T., Peyrade,T, Parent,S., Tremblay, R. (1994) "Six Year in Cognitive and Metacognitive Life of 71 Families" in International Journal of Psychology, vol. 29(3), Junio 1994 (pp. 367-391). : Lundeberg, M. (1987). Metacognitive aspects of reading comprehension: Studying understanding in legal case analysis. Reading Research Quarterly, 22, 407-432. : McKeown, R. & Gentilucci, J. L. (2007). Think-aloud strategy: Metacognitive development and monitoring comprehension in the middle school second language classroom. Journal of Adolescent and Adult Literacy, 51(2), 136-147. : Miner, A. y Reder, L. (1994) "A New Look at Feeling of knowing: It´s Metacognitive Role in Regulating Question Answering" en Metcalfe,J. y Shimamura, A. (Eds.) Metacognition: Knowing about Knowing, Massachusetts: MIT Press (pp. 105-137). : Mokhtari, K. & Reichard, C.A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psycholog y, (94)2, 249-259. : Myers y Paris (1978) "Children Metacognitive Knowledge about reading" en Journal of Educational Psychology, N 70, 680-690. : Otero, J. Campanario, J.M. y Hopkins, K. (1992) "The relationship betwen academic achievement and metacognitive comprehension monitoring ability of spain secondary school students" en Educational and Psychological Measurement, 52 (pp. 419-430). : Reder, L. & Schunn, C. (1996). Metacognitive aspects of implicit/explicit memory. En L. Reder (Ed.), Implicit memory and metacognition (pp. 4578). Mahwah, N.J.: Lawrence Erlbaum. : Schraw, G. & Sperling, R.S. (1994) "Assessing Metacognitive Awareness", Contemporary Educational Psychology, 19, 460-475. : This sequence meant approaching the texts from thematic progression to global organisation, reaching a certain degree of comprehension through instruction in comprehension strategies before teaching the metacognitive strategies (Sánchez, 1993b). |