The effect of verse training on monitoring memory of children

The aim of the present study was to investigate the effect of verse training on children`s monitoring memory. Using multistage random sampling 24 male students from the first-grade were chosen. The research design was quasi-experimental using pretest - posttest and control group. Students of the experimental group received eight 45-minutes sessions of teaching verse، which was based on self-asking teaching strategy designed by Chan and Klee (1990) and Dembo information-processing approach (1994). In order to test the students’ memory a list of pairs of words was used. Data Analysis was done using covariance test. The results showed that the average error in students’ meta-memory who had received verse training was less than students who did not have this type of training. Students who received verse training mostly used the words they were sure they would remember; while students who had not received training in verse could not remember the words they were sure to remember. Therefore، a difference was observed between actual memory and predicted memory of these students.