Metacognitive Interview Form for Younger and Older Students

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Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A semi-structured interview assessment developed by the North Central Regional Educational Laboratory (NCREL) to measure younger and older students' metacognitive reading-strategy use before, during, and after reading.

Components

• Metacognitive Interview Form for Younger and Older Students (NCREL, 1995 rev. ed.): The Metacognitive Interview Form for Younger and Older Students (NCREL, 1995 rev. ed.) was the instrument administered to determine the degree of metacognitive strategy use by primary, middle, and high school students. It contains semi-structured questions about what to do before, during, and after reading, and when comprehension breaks down, with versions differing in item number by grade band (5 items for grades 2-3, 6 for grade 5, 4 for grade 6, 6 for grades 7-12). Teachers administered it after students silently read a short passage, with individual interviews for low-ability readers. (Gil et al. (2001))

Claims

• Upper-level students most often reported contextual analysis, setting the purpose for reading, monitoring comprehension, and rereading [+W]
• Predicting, using contextual analysis, and rereading were the most frequently used metacognitive behaviors; deciding when to stop, independent reading time, and testing were least frequent [+W]

Related Products and Programmes

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Key Sources

• Gil, A., Osiecki, N., & Juarez, A. (2001). Students Reflecting on What They Know. Paper presented at the XIX International Council for Innovation in Higher Education, Rome. https://eric.ed.gov/?id=ED457222

Page metadata

Field	Value
type	product
id	metacognitive-interview-form-for-younger-and-older-students
title	Metacognitive Interview Form for Younger and Older Students
description	A semi-structured interview assessment developed by the North Central Regional Educational Laboratory (NCREL) to measure younger and older students' metacognitive reading-strategy use before, during, and after reading.
status	review
moved_from	element/metacognitive-interview-form-ncrel
product_kind	assessment
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	1 — gil-2001

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