ERIC Number: EJ1067821
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Students' Metacomprehension Knowledge: Components That Predict Comprehension Performance
Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M.
Reading Psychology, v36 n7 p627-642 2015
In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and regulated their understanding by using explanatory strategies (adjusting to difficult material and identifying and making connections across main points) performed better on a comprehension test than those who relied on the use of external aids. Use of explanatory strategies was positively related to comprehension performance, particularly for students with poorer evaluation and regulation skills. Results suggest that the RMCS is effective at assessing students' ability to both evaluate and regulate their understanding and can help identify effective strategies for increasing comprehension performance.
Descriptors: Knowledge Level, Metacognition, Reading Comprehension, Evaluation Methods, Undergraduate Students, Surveys, Factor Analysis, Reading Materials, Predictor Variables, Evaluation, Reading Strategies, Self Evaluation (Individuals)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula
Grant or Contract Numbers: N/A