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The paper consists of finding the level of metacognitive monitoring in processing informational texts in Science with 5th grade learners attending (a) general elementary schools, (b) Dalton education elementary schools (c) RWCT programme elementary schools. The goal of our empirical research was to verify a presumption that educational programme and the strategies of controlling the curriculum derived from it do influence metacognitive monitoring development. The methodology of the research has a quasi-experimental design. The results confirm the presumption that education programme types influence the learner´s metacognitive development. The RWCT pupils together with Dalton learners are significantly more accurate in their judgement of (in)correctness of answers linked to processing informational texts and scored vastly better in informational text processing tests compared to learners at general schools. The conclusion has drafted potential reasoning for the differences analyzed as a result of the executed curriculum (teaching effect) and offers recommendations for theoretical and professional practice
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Říčan et al. (2020) studied this question.
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