Elementary school children reading scientific texts: Effects of metacognitive instruction

Tova Michalsky, Zemira Mevarech, Liora Haibi

    Research output: Contribution to journalArticlepeer-review

    46 Scopus citations


    The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment groups received metacognitive instruction-before reading (beMETA), during reading (duMETA), or after reading (afMETA)-and a control group received none (noMETA). Pre- and posttests assessed students' science literacy, domainspecific knowledge, and metacognitive awareness. Findings indicated no significant intergroup pretest differences but significant posttest differences on all variables. AfMETA students significantly outperformed all other groups, beMETA outperformed duMETA, and noMETA scored lowest. The authors discuss theoretical and practical implications of this preliminary study.

    Original languageEnglish
    Pages (from-to)363-376
    Number of pages14
    JournalJournal of Educational Research
    Issue number5
    StatePublished - 1 May 2009


    • Elementary school students
    • Metacognitive instruction
    • Reading science texts
    • Science knowledge
    • Science literacy


    Dive into the research topics of 'Elementary school children reading scientific texts: Effects of metacognitive instruction'. Together they form a unique fingerprint.

    Cite this