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Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students

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Trends and Prospects in Metacognition Research

Abstract

This chapter provides a summary of two metacognition-based reading intervention studies among fourth graders. Since several studies suggested and documented the usefulness of teaching reading strategies, our research can be considered as an application of metacognition theory in Hungarian elementary school reading education. Our studies have the following characteristics: (a) brief intervention programs, (b) being embedded in school subjects, (c) addressing both declarative and procedural elements of metacognition in reading. Ecological validity was a central issue in these studies. In the first study, reading and mathematics training programs were applied simultaneously. In the second study, a new reading intervention program was developed aiming at gradually introducing different reading strategies and awareness of the use of strategies. The results suggest that in Grade 4 Hungarian elementary school students benefited from the explicit training of reading strategies.

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Acknowledgements

The research presented in this paper was supported by the Hungarian National Science Fund (OTKA) projects F38222 and 63360 to the first author. Study 1 was partly supported by the Research Group on Abilities of the Hungarian Academy of Science. Research collaborators at Study 1 were Klára Tarkó, István Zsigmond, and Éva Molnár. The reading comprehension test of Study 1 was developed by Monika Dózsa.

We thank Edit Katalin Molnár for her helpful comments on a previous version of the manuscript.

Special thanks are due to the teachers who participated in the projects.

Parts of the present study have been presented at conferences (Csíkos, 2005a; Steklács & Csíkos, 2007). Also, part of the data have been published in Csíkos (2005b) and Steklács and Csíkos (2009).

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Authors and Affiliations

  1. Institute of Education, University of Szeged, Petőfi S. sgt. 30-34, 6722, Szeged, Hungary

    Csaba Csíkos

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  1. Csaba Csíkos
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  2. János Steklács
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Correspondence to Csaba Csíkos .

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Editors and Affiliations

  1. School of Psychology, Aristotle Univ. of Thessaloniki, Thessaloniki, 541 24, Greece

    Anastasia Efklides

  2. Dept. Primary Education, University of Ioannina, Ioannina, 451, Greece

    Plousia Misailidi

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Csíkos, C., Steklács, J. (2010). Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students. In: Efklides, A., Misailidi, P. (eds) Trends and Prospects in Metacognition Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6546-2_16

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