1,803
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Modeling the influences of upper-elementary school students’ digital reading literacy, socioeconomic factors, and self-regulated learning strategies

References

  • Ackerman, R., and M. Goldsmith. 2011. “Metacognitive Regulation of Text Learning: On Screen versus on Paper.” Journal of Experimental Psychology: Applied 17 (1): 18–32.
  • Bannert, M. 2004. “Designing Metacognitive Support for Hypermedia Learning.” In Instructional Design for Multimedia-Learning, edited by H. M. Niegemann, D. Leutner, and R. Brunken, 19–30. Munster: Waxmann.
  • Busch, T. 1995. “Gender Differences in Self-Efficacy and Attitudes toward Computers.” Journal of Educational Computing Research 12 (2): 147–158.
  • Carlsen, W. S. 2007. “Language and Science Learning.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 57–74. Mahwah, NJ: Lawrence Erlbaum.
  • Carnap, R. 2002. The Logical Syntax of Language. Translated by A. Smeaton. Chicago, IL: Open Court.
  • Chen, S.-W., and W.-G. Yang. 2006. “The Impact of a Systemic Functional Linguistics-Based Science Text and a Conventional Science Text on Students’ Reading Comprehension.” Journal of Taiwan Normal University: Mathematics & Science Education 51 (1–2): 107–124.
  • Chen, S.-F. 2013. “Structural equation modeling analysis of factors affecting science language achievement among elementary students.” Research and Development in Science Education Quarterly 67: 1–22.
  • Chen, S.-F. 2014. Structural Equation Modeling: The Application of Mplus. Taipei, TW: Psychological Publishing Co.
  • Coiro, J., and E. Dobler. 2007. “Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet.” Reading Research Quarterly 42 (2): 214–257.10.1598/RRQ.42.2.2
  • DeVellis, R. F. 2011. Scale Development: Theory and Applications. Thousand Oaks, CA: SAGE.
  • Efklides, A., and S. P. Vlachopoulos. 2012. “Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics.” European Journal of Psychological Assessment 28 (3): 227–239.10.1027/1015-5759/a000145
  • Ford, C. L., and L. D. Yore. 2012. “Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences Teacher Education, and Classroom Practice.” In Metacognition in Science Education: Trends in Current Research. 40 vols, edited by A. Zohar and Y. J. Dori, 251–271. Dordrecht: Springer.
  • Hair, J. F., W. C. Black, B. J. Babin, and R. E. Anderson. 2014. Multivariate Data Analysis. 7th ed. Harlow: Pearson Education Limited.
  • Henry, L. A. 2006. “SEARCHing for an Answer: The Critical Role of New Literacies While Reading on the Internet.” The Reading Teacher 59 (7): 614–627.10.1598/RT.59.7.1
  • Hsu, Y.-S., M.-H. Yen, W.-H. Chang, C.-Y. Wang, and S. Chen. 2016. “Content Analysis of 1998–2012 Empirical Studies in Science Reading Using a Self-Regulated Learning Lens.” International Journal of Science and Mathematics Education 14 (1): 1–27.
  • Huang, H.-P., and L. D. Yore. 2003. “A Comparative Study of Canadian and Taiwanese Grade 5 Children’s Environmental Behaviors, Attitudes, Concerns, Emotional Dispositions, and Knowledge.” International Journal of Science and Mathematics Education 1 (4): 419–448.
  • Jacobs, J. E., and S. G. Paris. 1987. “Children’s Metacognition about Reading: Issues in Definition, Measurement, and Instruction.” Educational Psychologist 22 (3–4): 255–278.10.1080/00461520.1987.9653052
  • Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. New York: Guilford Press.
  • Korat, O. 2011. “Mothers’ and Teachers’ Estimations of First Graders’ Literacy Level and Their Relation to the Children’s Actual Performance in Different SES Groups.” Education and Treatment of Children 34 (3): 347–371.10.1353/etc.2011.0021
  • Lee, D.-R., and M.-N. Yu. 2005. “The Verification of a Structural Equation Model on SES, Siblings, Household Education Resources and Educational Achievement: Using the Empirical Data of the 2001 TEPS.” Taiwan Journal of Sociology of Education 5 (2): 1–48.
  • Lee, Y.-H., and J.-Y. Wu. 2012. “The Effect of Individual Differences in the Inner and Outer States of ICT on Engagement in Online Reading Activities and PISA 2009 Reading Literacy: Exploring the Relationship between the Old and New Reading Literacy.” Learning and Individual Differences 22 (3): 336–342.10.1016/j.lindif.2012.01.007
  • Leu, D. J. 2007. Expanding the Reading Literacy Framework of PISA 2009 to Include Online Reading Comprehension. A working paper commissioned by the PISA 2009 Reading Expert Group. Princeton, NJ: Educational Testing Services.
  • Lin, H.-F. 2009. “The Study of Junior High School Students’ Scientific Literacy: The Cases of Taiwan, Japan, Korea and Hong Kong in PISA 2006.” Journal of Educational Research and Development 5 (4): 77–108.
  • Miser, T. M., and J. M. Hupp. 2012. “The Influence of Socioeconomic Status, Home Environment, and Childcare on Child Language Abilities.” Current Psychology 31: 144–159.10.1007/s12144-012-9139-0
  • Mokhtari, K., and C. A. Reichard. 2002. “Assessing Students’ Metacognitive Awareness of Reading Strategies.” Journal of Educational Psychology 94 (2): 249–259.10.1037/0022-0663.94.2.249
  • Mullis, I. V. S., M. O. Martin, A. M. Kennedy, K. L. Trong, and M. Sainsbury. 2009. The PIRLS 2011 Assessment Framework. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Organization for Economic Co-operation and Development. 2006. Assessing Scientific, Reading and Mathematical Literacy. Paris: Author.
  • Organization for Economic Co-operation and Development. 2013. PISA 2015 Draft Science Framework. Paris: Author.
  • Pintrich, P. R., and E. V. de Groot. 1990. “Motivational and Self-Regulated Learning Components of Classroom Academic Performance.” Journal of Educational Psychology 82 (1): 33–40.10.1037/0022-0663.82.1.33
  • Samuelstuen, M. S., and I. Braten. 2005. “Decoding, Knowledge, and Strategies in Comprehension of Expository Text.” Scandinavian Journal of Psychology 46 (2): 107–117.10.1111/sjop.2005.46.issue-2
  • Schellings, G., C. Aarnoutse, and J. V. Leeuwe. 2006. “Third-Grader’s Think-Aloud Protocols: Types of Reading Activities in Reading an Expository Text.” Learning and Instruction 16 (6): 549–568.10.1016/j.learninstruc.2006.10.004
  • Schmar-Dobler, E. 2003. “Reading on the Internet: The Link between Literacy and Technology.” Journal of Adolescent & Adult Literacy 47 (1): 80–85.
  • Schraw, G., K. Crippen, and K. Hartley. 2006. “Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning.” Research in Science Education 36 (1–2): 111–139.10.1007/s11165-005-3917-8
  • Schraw, G., and R. S. Dennison. 1994. “Assessing Metacognitive Awareness.” Contemporary Educational Psychology 19: 460–475.10.1006/ceps.1994.1033
  • Scott, J. 2004. “Family, Gender, and Educational Attainment in Britain: A Longitudinal Study.” Journal of Comparative Family Studies 35 (4): 565–589.
  • Sperling, R. A., B. C. Howard, L. A. Miller, and C. Murphy. 2002. “Measures of Children’s Knowledge and Regulation of Cognition.” Contemporary Educational Psychology 27 (1): 51–79.10.1006/ceps.2001.1091
  • Thomas, G. P., and D. Anderson. 2013. “Parents’ Metacognitive Knowledge: Influences on Parent–Child Interactions in a Science Museum Setting.” Research in Science Education 43 (3): 1245–1265.10.1007/s11165-012-9308-z
  • Tippett, C. D., & R. J. Anthony, (2011). “Changing from users to producers of multimodal texts: A theoretical framework based on cognition, metacognition, semiotics, and systemic functional linguistics. Paper presented at the annual international conference of the National Association for Research in Science Teaching, Orlando, April 7.
  • Wang, J.-R., S.-F. Chen, I. Fang, and C.-T. Chou. 2013. “Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies.” International Journal of Science Education 36 (4): 693–713.
  • Wang, J.-R., and S.-F. Chen. 2014. “Exploring mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis.” Journal of Research in Science Teaching 51 (2): 175–191.
  • Worthington, R., and T. Whittaker. 2006. “Scale Development Research: A Content Analysis and Recommendations for Best Practices.” The Counseling Psychologist 34: 806–838.10.1177/0011000006288127
  • Yang, Y., and J.-E. Gustafsson. 2004. “Measuring Socioeconomic Status at Individual and Collective Levels.” Educational Research and Evaluation 10 (3): 259–288.10.1076/edre.10.3.259.30268
  • Yore, L. D., and C. D. Tippett. 2014. “Reading and Science Learning.” In Encyclopedia of Science Education, edited by R. Gunstone, 1–9. Dordrecht: Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.