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ERIC Number: ED315741
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
Reading Difficulties, Metacognition and Affect.
van Kraayenoord, Christina E.; And Others
A study examined reading performance, metacognitive knowledge about reading, awareness of the conventions about print, perceptions of reading ability, and causal attributions for success and failure in reading of children with reading difficulties in Year 2 in Australia. One hundred children from the Brisbane region were involved in the study--half with reading difficulties. Children were tested individually on three separate occasions at approximately 2-month intervals. Results indicated that children with reading difficulties were less able to identify letters and words when compared to their peers. They also had lower reading ages for reading accuracy and comprehension than the children without reading difficulties. Children with reading difficulties showed less awareness of the concepts about printed language than their peers. Self-beliefs and causal attributions indicated that the children with reading difficulties perceived their attainment to be higher than their actual achievement might indicate. In accounting for their failure in reading, children with reading difficulties made reference to a lack of ability and to being unlucky. (Six tables of data are included and 37 references are attached.) (MG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia