Effects of cognitive and metacognitive hints on reading performance in a digital learning environment

Brummer, L., ter Beek, M., Donker, A. & Opdenakker, M-C. 27-Aug-2017

Research output: ScientificPoster

In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Original languageEnglish
StatePublished - 27-Aug-2017
EventJURE 2017 - Tampere, Finland
Duration: 27-Aug-201728-Aug-2017
Conference number: 21


ConferenceJURE 2017
Other“Education in the light of multiple perspectives: Towards intertwining personalised and collaborative learning”
Internet address


JURE 2017: 21th Conference of the JUnior REsearchers of EARLI (European Association for Research on Learning and Instruction)


Tampere, Finland

Event: Conference


  • Self-Regulated Learning, Hints, Digital learning environment, Cognition, Metacognition, Reading

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ID: 48521338