Metacomprehension accuracy is typically quite poor; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater for the delayed-keyword condition than for a control group. By contrast, for fourth graders, accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study.
This is an author-produced, peer-reviewed version of this article. © 2009, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/). The final, definitive version of this document can be found online at Journal of Experimental Child Psychology, doi: 10.1016/j.jecp.2011.02.005
de Bruin, Anique B.H.; Thiede, Keith; Camp, Gino; and Redford, Joshua. (2011). "Generating Keywords Improves Metacomprehension and Self-Regulation in Elementary and Middle School Children". Journal of Experimental Child Psychology, 109(3), 294-310. http://dx.doi.org/10.1016/j.jecp.2011.02.005