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Conference Paper: Beliefs about learning and constructive strategies in text comprehension

TitleBeliefs about learning and constructive strategies in text comprehension
Authors
Issue Date2005
PublisherAmerican Educational Research Association.
Citation
The Annual Meeting of the American Educational Research Association on 'Accountability for Educational Quality: Shared Responsibility', Montreal, Canada, 11-15 April 2005, p. 1-5 How to Cite?
AbstractThis study investigated the roles of epistemological beliefs and constructive strategies in text comprehension among elementary-school children in Hong Kong. Specifically, three questions were addressed: (a) What characterized children s beliefs and did they vary with age, gender, and ability? (b) What strategies did children use when they learned from text and did these strategies vary with age, gender, and ability? And (c) Did beliefs contribute to text comprehension over and above the effects of age, ability, and strategy use? Eighty-two children, 40 grade-five and 42 grade-six, participated in the study. They were interviewed on their beliefs about learning and asked to think aloud to a scientific text passage. Several tasks including recall, summary, new learning, and questions were administered to assess their text comprehension. Qualitative analyses showed different beliefs ranging from reproductive to constructivist beliefs, and surface to deep text-processing strategies were identified. Quantitative analyses indicated that high achievers more often held constructivist beliefs and used deeper constructive strategies. Gender and age effects were not significant. Regression analyses indicated that constructivist beliefs contributed to text comprehension over and above the effects of age, achievement scores, and strategy use. Implications of examining children s beliefs about learning in strategy instruction are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/109355
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2010-09-26T01:18:52Z-
dc.date.available2010-09-26T01:18:52Z-
dc.date.issued2005en_HK
dc.identifier.citationThe Annual Meeting of the American Educational Research Association on 'Accountability for Educational Quality: Shared Responsibility', Montreal, Canada, 11-15 April 2005, p. 1-5en_HK
dc.identifier.issn0163-9676-
dc.identifier.urihttp://hdl.handle.net/10722/109355-
dc.description.abstractThis study investigated the roles of epistemological beliefs and constructive strategies in text comprehension among elementary-school children in Hong Kong. Specifically, three questions were addressed: (a) What characterized children s beliefs and did they vary with age, gender, and ability? (b) What strategies did children use when they learned from text and did these strategies vary with age, gender, and ability? And (c) Did beliefs contribute to text comprehension over and above the effects of age, ability, and strategy use? Eighty-two children, 40 grade-five and 42 grade-six, participated in the study. They were interviewed on their beliefs about learning and asked to think aloud to a scientific text passage. Several tasks including recall, summary, new learning, and questions were administered to assess their text comprehension. Qualitative analyses showed different beliefs ranging from reproductive to constructivist beliefs, and surface to deep text-processing strategies were identified. Quantitative analyses indicated that high achievers more often held constructivist beliefs and used deeper constructive strategies. Gender and age effects were not significant. Regression analyses indicated that constructivist beliefs contributed to text comprehension over and above the effects of age, achievement scores, and strategy use. Implications of examining children s beliefs about learning in strategy instruction are discussed.-
dc.languageengen_HK
dc.publisherAmerican Educational Research Association.-
dc.relation.ispartofAnnual Meeting of American Educational Research Associationen_HK
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleBeliefs about learning and constructive strategies in text comprehensionen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.emailChan, CKK: ckkchan@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.identifier.hkuros109212en_HK
dc.identifier.spage1en_HK
dc.identifier.epage5-
dc.publisher.placeMontreal, Canada-

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