Jennifer Wiley
Associated IES Content
Grant
Exploring the Mediators and Moderators of Metacomprehension Accuracy
In this project, the researchers explored postsecondary students' ability to monitor comprehension and learning processes and its connection to student outcomes. This ability, known as metacomprehension, helps learners to estimate how well they understand texts and to determine when they need to restudy them. Many students do not estimate their comprehension accurately and are unable to engage in effective self-regulated learning. Previous research has found that metacomprehension skills can...
Federal funding program:
Award number:
R305A160008
FY2012
FY2012 Basic Processes Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Reading for Understanding Across Grades 6 through 12: Evidence-Based Argumentation for Disciplinary Learning
Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) defines reading for understanding in adolescence as the ability to engage in evidence-based argumentation across multiple texts and supports its learning in three disciplines: history, science, and English literature. Disciplinary literacy involves complex critical analysis processes as well as close attention to text. The research team proposes a model that captures these processes while attending to the psycho...
Federal funding program:
Award number:
R305F100007
Grant
Awards for Research in Cognition and Student Learning
There is currently a great need but limited supply of high quality research at the intersection of the cognitive science and education research communities.
Federal funding program:
Award number:
R305U070001
Grant
Improving Metacomprehension and Self-Regulated Learning From Scientific Texts
A great deal of student learning occurs in self-regulated activities such as reading or studying outside of a structured classroom context. For these activities, accurate metacognitive (self) monitoring is critical to effective study. If a student does not accurately differentiate well-learned material from less-learned material, he or she could waste time studying material that is already well learned, or worse, fail to restudy material that has not yet been adequately learned. However, st...
Federal funding program:
Award number:
R305B070460
Grant
Improving Monitoring Accuracy Improves Learning From Text
The intended purposes of this project were (a) to study factors that influence the accuracy of readers' ability to monitor their own comprehension and (b) to develop interventions to strengthen this ability by improving that accuracy. In the early 2000s, research had indicated that accuracy increases when individuals reread texts, write summaries, or generate a list of keywords for texts before rating their comprehension of texts. In the project, the research team was to carry out five studi...
Federal funding program:
Award number:
R305H030170
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