engleski

Readers differing in reading comprehension level: metacognitive knowledge, summarization skill and academic achievement

The aim of this study was to examine differences in metacognitive knowledge and summarization skill between elementary school students with different levels of reading comprehension and to identify subgroups of readers with specific metacognitive profile within each level of reading comprehension. Participants were fouth-grade and eighth-grade students from three elementary schools. Text comprehension and perception of text difficulty was assessed using narrative and expository texts. Metacognitive knowledge questionnaire was also applied. Summarization skill was assessed on three short expository texts. In order to establish groups differing in level of text comprehension cluster analysis was applied. In the sample of fourth-grade students analysis revealed three clusters that include high, average and low comprehenders of both, narrative and expository text. In the sample of eighth-grade students analysis revealed four clusters: high comprehension of both texts, high comprehension of expository and low comprehension of narrative, high comprehension of narrative and low comprehension of expository, and low comprehension of both. In each group different metacognitive profiles were recognized. All poor comprehenders in both grades had poor metacognitive knowledge and summarization skill. All good fourth-grade comprehenders had adequate metacognitive knowledge, but those who perceived text as easier showed better summarization skill. In the eighth-graders metacognitive knowledge and summarization skill were more relevant for the comprehension of expository text than for the comprehension of narrative text. All eighth-grade good comprehenders had good metacognitive knowledge, but those who perceived text as more difficult had better summarization skill.

text comprehension; metacognitive knowledge; summarization

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