1,721,035 research outputs found
Everyone on board?! Measuring and promoting reading motivation, strategy use, and comprehension for students in upper elementary grades through a response-to-intervention design
No full textIlluminating text-learning in secondary education : measuring and fostering strategy use and knowledge acquisition
No full textMeasuring and fostering text-learning strategies and graphical summarization skills at the end of elementary school : comparing the impact of researcher-provided and student-generated mind maps
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Workshop : think-aloud measures and analyzing pen movements and traces
No full textIn this workshop, participants acquired hands-on knowledge and experience with applying the think aloud, writing pen and
trace methodology when investigating fifth and sixth graders’ informative text processing and learning. In this interactive
session, participants had the opportunity to view and practice with think-aloud videos and study trace material,
accompanied with specific coding instruments used in previous studies. Furthermore, participants learnt how to apply digital pens (recording, uploading, replaying) for visualizing and analyzing dynamic writing and schematizing processes. The benefits, complementarities and constraints of these three different methodologies were discussed
Hoe leren (leren) stimuleren? Aan de slag met diverse leermaterialen uit het TutorBabbel- en Mind Map-project
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Using on-line and off-line measures to explore fifth and sixth graders' text-learning strategies and schematizing skills
No full textSchematizing and processing informational texts with mind maps in fifth and sixth grade
No full textBackground. From the age of 11-13, children start to spend increasingly more time on learning from texts. The need arises to support them in dealing with this text information and engaging them in self-regulated learning (SRL). This study is embedded within the cognitive component of SRL and focuses on Mind Mapping as a promising organizational learning strategy. Notwithstanding the fact that Mind Map skills are already important in middle grades, few studies have specifically addressed this concern. Aim. The following research questions were addressed: What is the impact of a ten-week intervention on students’ (1) application of Mind Map rules and (2) processing of textual information? Sample/method. Data were collected by means of a repeated measures design (pretest, intermediate test, and posttest) in fifth- and sixth-grade classes (N = 62 students). Results. The results reveal a significant evolution in students’ application of Mind Map rules. Further, students improve significantly in processing the content of textual information in a Mind Map in a structured and relevant way. Conclusion. The findings of the present study demonstrate that fifth- and sixth-grade students are able to learn to process informative texts by means of an explicit Mind Map training intervention of ten successive weeks. Based on these findings, suggestions for future research are discussed
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