"ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41." - Information and Links:

ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41. - Info and Reading Options

"ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41." and the language of the book is English.


“ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41.” Metadata:

  • Title: ➤  ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41.
  • Author:
  • Language: English

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  • Internet Archive ID: ERIC_ED381773

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"ERIC ED381773: Reading For Understanding: An Empirical Contribution To The Metacognition Of Reading Comprehension. Linkoping Studies In Education And Psychology Dissertations, No. 41." Description:

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A book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were either good or poor comprehenders as defined by a combination of a reading test and teacher ratings. Data collection consisted of semi-structured interviews and the recall of three texts with different structures. Results indicted that: (1) good readers organized their knowledge and used it appropriately; (2) good readers' cognitive and metacognitive abilities were well integrated, whereas the pattern of functions in poor readers seemed distorted; (3) poor readers were less confident than good readers--they regarded themselves as poor learners and their verbal responses were less elaborate; (4) poor readers' decoding was often not automatic, leaving less capacity for comprehension; (5) the gap between good and poor readers widened from grade 5 to grade 8, as more independent reading was expected of students; and (6) the younger students believed they would improve, the older students lost interest in studies. Findings suggest that poor and good readers differ in the way they process text information and monitor their cognitive functions. (Contains over 200 references in addition to 19 tables and 5 figures of data. Appendixes present the interview questionnaire, examples of categorizations, the texts, and sample student responses.) (RS)

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  • Source: Internet Archive
  • Internet Archive Link: Archive.org page
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  • Added Date: 2014-10-12 22:03:14
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