Maribeth Cassidy Schmitt

Purdue University | Purdue · Department of Curriculum and Instruction

This study investigated the influence of teacher language related to a specific network of strategies for problem solving, self-monitoring, and self-correcting on (a) the development and use of independent strategic activities and (b) metacognitive awareness variables in emergent readers. Descriptive analyses of 120 individual lessons conducted dai...

This study used a randomized experimental design to examine the relationship between teacher-student ratio and literacy learning outcomes for experienced intervention teachers working with the most at-risk first-grade students. Eighty-five Reading Recovery teachers, working with 170 students, each taught in a 1:1 and a small-group instructional for...

Write on: A conference approach to writing, By Jo‐Ann Parry and David Hornsby, Portsmouth, NH: Heinemann, 1988 Teaching reading comprehension and vocabulary, By Marvin L. Klein, Englwood Cliffs, NJ: Prentice Hall, 1988 Joining the literacy club, by Frank Smith, Portsmouth, NH: Heinemann, 1988

This study explored the development of meta-cognitive knowledge and control, the relationship between the two constructs, the types of strategy knowledge Chinese students consider valuable and comparisons with US children's knowledge of strategies at the third-grade level. One hundred and twenty students were randomly sampled from third-, fifth- an...

The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series o...

It was the purpose of this study to examine and describe first-grade children’s development of strategic processes for detecting and correcting errors, problem solving difficult or novel words, and confirming responses in order to be successful as they participated in Reading Recovery instruction, as opposed to simply increasing “item” knowledge (i...

This study examined preservice elementary education teachers’ knowledge and beliefs about children who are struggling with learning to read and what these future teachers believed they should do to help these children. Three semesters of teacher candidates were enrolled in a redesigned corrective reading methods course with a tutoring practicum whe...

During the growth of Reading Recovery in the United States, a growing body of research has accumulated. This publication seeks to clarify for teachers, administrators, parents, and policy makers the many facets and characteristics of this early intervention program in literacy. The first section, "A Review of Reading Recovery," presents a brief des...

This study examines the content of eight of the current generation of basal reading series to determine how and the extent to which lessons and activities that promote metacomprehension behaviors necessary for independent strategic reading were included in the second‐, fourth‐, and sixth‐grade levels of these series. The data derived from page‐by‐p...

Much of the research and instructional development on metacomprehension has been based on the premise that students are in need of such instruction because teachers do little to foster students’ metacomprehension ability. However, this assertion has not been tested empirically; therefore, it was the purpose of this study to analyze elementary teach...

Studied whether elementary school children could be taught metacomprehension (MC) abilities through an elaborated guided reading phase of basal reader instruction designed to promote increased student MC. Ss were 44 3rd graders assigned to 1 of 2 groups: Controls received guided instruction directed by the teacher's manual, and experimental Ss rece...

Research in the field of cognitive psychology has led to evidence that proficient learners or performers have an awareness of their own cognition that manifests itself in strategic control of behavior. These findings are of particular significance to instructional designers because of their promising impact on instructional theories and models. Ins...

Story grammar instruction is considered “state of the art” in promoting comprehension of narrative text. This article examines some of the intentions that guided the research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of...

Metacognition (i.e., self-appraisal and self-management) implies the process of active control over one's own cognition (Brown, 1980; Jacobs & Paris, 1987). This study described 17 at-risk first graders'metacognitive growth in an early literacy intervention program—Reading Recovery. Each child was encouraged to relate an oral tale based in experien...

The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had par- ticipated in Reading Recovery instruction in the first grade had similar under- standings as their current third...