文章基本信息

标题：Reading comprehension and metacognition: The importance of inferential skills
本地全文：下载
作者：Christian Soto ; Antonio P. Gutiérrez de Blume ; Mathew Jacovina 等
期刊名称：Cogent Education
电子版ISSN：2331-186X
出版年度：2019
卷号：6
期号：1
页码：1-20
DOI：10.1080/2331186X.2019.1565067
出版社：Taylor and Francis Ltd
摘要：We explored relations between reading comprehension performance and self-reported components of metacognition in middle-school children. Students’ self-reported metacognitive strategies in planning and evaluation accounted for significant variance in reading comprehension performance on questions involving inferences. In Study 2, middle school students read a science text then made predictions about how they would perform on a comprehension test. Students’ metacomprehension accuracy was related to their performance at different levels of understanding. Students’ text-based question performance accounted for significant variance in metacomprehension accuracy for text-based questions, and inference-based question performance accounted for significant variance in metacomprehension accuracy for inference-based questions. Results from the two studies suggest that metacognitive and metacomprehension knowledge is aligned with the level of information given in text, and is related to deeper understanding of texts, particularly for inferential information. We discuss the implications of these findings and how future research on absolute metacomprehension accuracy should consider different levels of understanding.
关键词：reading comprehension; metacomprehension accuracy; inferential skills; metacognition