Nalazite se na CroRIS probnoj okolini. Ovdje evidentirani podaci neće biti pohranjeni u Informacijskom sustavu znanosti RH. Ako je ovo greška, CroRIS produkcijskoj okolini moguće je pristupi putem poveznice www.croris.hr
izvor podataka: crosbi !

Children&#8217 ; s metacognition as predictor of reading comprehension at different developmental levels (CROSBI ID 493793)

Prilog sa skupa u zborniku | izvorni znanstveni rad | međunarodna recenzija

Kolić-Vehovec, Svjetlana ; Bajšanski, Igor Children&#8217 ; s metacognition as predictor of reading comprehension at different developmental levels // Other ways of seeing: Diversity in language and literacy / Shiel, Gerry ; Ni Dhalaigh, Ursula (ur.). Dublin: Readin Association of Ireland, 2003. str. 216-222-x

Podaci o odgovornosti

Kolić-Vehovec, Svjetlana ; Bajšanski, Igor

engleski

Children&#8217 ; s metacognition as predictor of reading comprehension at different developmental levels

The developing relation between children&#8217 ; s knowledge about the goals and processes of reading, their skills to apply metacognitive strategies, and reading comprehension was examined. Participants were children in third-, fifth-, and eighth-grades. A questionnaire of metacognitive reading knowledge, and measures of comprehension monitoring during reading were applied in addition to measures of reading fluency and comprehension. Students in the eighth grade manifested better metacognitive knowledge of reading than students in the third and the fifth grades. Multiple regression showed that metacognitive self-monitoring during reading was significant predictor of reading comprehension at all three developmental levels. Besides reading fluency, which explained about 17% of variance, the only significant metacognitive predictor in third-grade students was close task, which explained additional 17 % of variance, indicating that comprehension monitoring is possible only on the local processing level of reading. In the fifth- and eight-grade students, self-monitoring played a more important role in reading comprehension than in the third-grade. The close task and error detection task explained more than 25 % of variance of reading comprehension.

metacognitive knowledge; self-monitoring; reading fluency; reading comprehension

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

Podaci o prilogu

216-222-x.

2003.

nije evidentirano

objavljeno

Podaci o matičnoj publikaciji

Other ways of seeing: Diversity in language and literacy

Shiel, Gerry ; Ni Dhalaigh, Ursula

Dublin: Readin Association of Ireland

Podaci o skupu

Nepoznat skup

predavanje

29.02.1904-29.02.2096

Povezanost rada

Psihologija