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ERIC Number: EJ781906
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
ISSN: ISSN-0256-2928
Metacognitive Strategies and Reading Comprehension in Elementary-School Students
Kolic-Vehovec, Svjetlana; Bajsanski, Igor
European Journal of Psychology of Education, v21 n4 p439-451 2006
The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, & Cristante, 1994), and the cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Kolic-Vehovec & Bajsanski, 2001b) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, all measures of comprehension monitoring, as well as on the Strategic reading questionnaire. Significant developmental improvements in comprehension monitoring occurred after the fifth grade and between the sixth and the eighth grade. A similar change was evident in reading comprehension. All measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eighth-grade students. (Contains 3 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: and English translation)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A