ERIC Number: EJ1072857
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 28
What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?
Reading Psychology, v36 n8 p673-699 2015
The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students' self-assessments were to a lesser degree based on their comprehension of the specific text read but based more on prior experiences. However, the study also produced different results for different types of texts and for different components (or levels) of reading comprehension.
Descriptors: Student Evaluation, Self Evaluation (Individuals), Reading Comprehension, Mathematics, Metacognition, Secondary School Students, Foreign Countries, Statistical Analysis, Correlation, Predictor Variables, Prior Learning, Accuracy
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Sweden