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Pregled bibliografske jedinice broj: 221667

Časopis

Autori: Kolić-Vehovec, Svjetlana; Bajšanski, Igor
Naslov: Metacognitive strategies and reading comprehension in elementary school students
Izvornik: European Journal of Psychology of Education (0256-2928) 21 (2006), 4; 439-451
Vrsta rada: članak
Ključne riječi: reading comprehension; comprehension monitoring; metacognition
Sažetak:
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 and Caccio, 1999), and cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Kolic-Vehovec and 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.
Projekt / tema: 0009021
Izvorni jezik: ENG
Rad je indeksiran u
bazama podataka:
Current Contents Connect (CCC)
Scopus
SCI-EXP, SSCI i/ili A&HCI
Social Science Citation Index (SSCI) (sastavni dio Web of Science Core Collectiona)
Kategorija: Znanstveni
Znanstvena područja:
Psihologija
URL cjelovitog teksta:
Google Scholar: Metacognitive strategies and reading comprehension in elementary school students



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