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The impact of metamemory on reading performance. (Language Teaching & Learning).
Abstract
The purpose of this research was to determine 1) if a metamemory approach to reading instruction would lead to significantly different results from those of a skill-oriented approach, and 2) whether short-term memory (STM) span is an independent determining factor or it is modified by the reader's metamemory knowledge. Seventy-six college students were randomly selected and assigned to the two experimental and control groups. One group was taught through a metamemory approach and the other through a skill-oriented one. The treatment took about four months and a half, and a twelve-branch memory maze and The Nelson's Reading Comprehension Test were used as ...
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