The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta

Lucia RM Royanto

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The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta

机译：基于脚手架的干预计划改善阅读中元认知策略的效果：雅加达3年级小学生研究

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This study is carried out to demonstrate that an intervention program based on scaffolding is effective to improve metacognitive strategies in reading. Pretest posttest control group design is conducted to year 3 students for two months. There are three activities in the intervention: reciprocal teaching in the classroom, peer tutoring, and home reading. The result is that the intervention is effective for helping novice students to use metacognitive strategies The intervention program activate the strategies that are being ‘saved’ and not used effectively before. It can be conluded that the students have the metaknowledge, but they do not utilise it.

机译：进行这项研究是为了证明基于脚手架的干预计划可以有效地改善阅读中的元认知策略。 3年级的学生要进行为期两个月的前测后测对照组设计。干预包括三项活动：课堂上的相互教学，同伴辅导和家庭阅读。结果是，该干预措施可以有效地帮助初学者使用元认知策略。干预计划可以激活以前“保存”且以前未有效使用的策略。可以得出结论，学生具有元知识，但是他们没有利用它。

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《Procedia - Social and Behavioral Sciences》 |2012年第2期|共9页
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Lucia RM Royanto;
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中图分类社会科学现状及发展;
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机译：基于脚手架的干预计划改善阅读中元认知策略的效果：雅加达3年级小学生研究

The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta

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