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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Specific reading domain metacognitive strategies of the 5th grade elementary school students
 Říčan, Jaroslav ; Wildová, Radka (advisor) ; Škoda, Jiří (referee) ; Kolář, Zdeněk (referee)
This dissertation focuses on identification of metacognitive development levels among students in their year 5 in either (a) mainstream elementary schools, (b) elementary schools implementing Dalton education elements in their curriculum or (c) elementary schools implementing RWCT program in their daily activities. The main goal of the empirical study is to verify or disprove the thesis which states that the type of educational programme can influence the metacognitive development of a child in a specific reading domain. That is why author of this text examines the level of (a) the regulation aspect and (b) knowledge aspect of metacognition at research sample of 1103 students from different types of primary schools. The results of this study verify the hypothesis that the type of education program has direct influence on metacognitive development of a student: (a) students of RWCT elementary can better judge the relative effectivity of suggested strategies based on the task situation (metacognitive knowledge) and together with student from Dalton plan elementary schools they are able to (b) recognize false answers from correct ones and are also (c) more accurate in their error approximations of answers related to reading comprehension (metacognitive regulation). Students from RWCT elementary...
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Specific reading domain metacognitive strategies of the 5th grade elementary school students
 Říčan, Jaroslav ; Wildová, Radka (advisor) ; Škoda, Jiří (referee) ; Kolář, Zdeněk (referee)
This dissertation focuses on identification of metacognitive development levels among students in their year 5 in either (a) mainstream elementary schools, (b) elementary schools implementing Dalton education elements in their curriculum or (c) elementary schools implementing RWCT program in their daily activities. The main goal of the empirical study is to verify or disprove the thesis which states that the type of educational programme can influence the metacognitive development of a child in a specific reading domain. That is why author of this text examines the level of (a) the regulation aspect and (b) knowledge aspect of metacognition at research sample of 1103 students from different types of primary schools. The results of this study verify the hypothesis that the type of education program has direct influence on metacognitive development of a student: (a) students of RWCT elementary can better judge the relative effectivity of suggested strategies based on the task situation (metacognitive knowledge) and together with student from Dalton plan elementary schools they are able to (b) recognize false answers from correct ones and are also (c) more accurate in their error approximations of answers related to reading comprehension (metacognitive regulation). Students from RWCT elementary...
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1 Říčan, Jan
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