ORCID

  • Katarina Sergi: https://orcid.org/0000-0003-3777-0327
  • Anastasia Elder: https://orcid.org/0000-0002-9274-1572
  • Tianlan Wei: https://orcid.org/0000-0002-8270-5287
  • Kristin Javorsky: https://orcid.org/0000-0001-6328-1442
  • Jianzhong Xu: https://orcid.org/0000-0002-0269-4590

MSU Affiliations

National Research and Training Center on Blindness and Low Vision; Judy and Bobby Shackouls Honors College; College of Education; Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Item Type

Article

Abstract

The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2–5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and followup tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The mixed-model ANOVA results show a significant interaction in control processes in paper-based reading for students in fifth grade, a significant main effect of condition in evaluation practices in computer-based reading for all grades, and a significant main effect of condition in conditional knowledge in the paper reading assignment for all grades. The results suggest that students can benefit from focused instruction to apply metacognitive SRL skills between the two reading formats.

Publication Date

12-2022

Publication Title

Reading Horizons

First Page

68

Last Page

95

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