Young children's metacognition in the context of telling a written story

Wu Ying Hsieh, Yu Min Ku, Yi Hsin Chen

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

This study examines young children's metacognition in the context of telling a written story. The participants were 36 children: 12 preschoolers, 12 kindergarteners, and 12 first graders in a kindergarten and a nearby elementary school in a northwestern city in Taiwan. Each child was asked to 'read' a 13-page wordless picture book and tell a story that will be transcribed for others to read. Once each child finished telling the story, the scribe asked whether the child wished to revise it; the children's revisions were taken as indicative of metacognitive abilities. Results indicate that 33 out of 36 children demonstrated metacognition as they revised their stories. A significant difference with regards to the accuracy of the revisions was found among the three groups of children, with first graders producing significantly more accurate revisions than did the preschoolers. The implications for future research and practices for teachers are discussed.

原文???core.languages.en_GB???
頁(從 - 到)1796-1810
頁數15
期刊Early Child Development and Care
183
發行號12
DOIs
出版狀態已出版 - 12月 2013

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