High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation

Autor/inn/en	Dermitzaki, Irini; Andreou, Georgia; Paraskeva, Violetta
Titel	High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation
Quelle	In: Reading Psychology, 29 (2008) 6, S.471-492 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Reading Comprehension; Low Achievement; High Achievement; Reading Achievement; Reading Strategies; Grade 3; Cognitive Processes; Metacognition; Student Motivation; Observation; Records (Forms); Profiles; Student Evaluation; Greek; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Leseverstehen; Unterdurchschnittliche Leistung; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; School year 03; 3. Schuljahr; Schuljahr 03; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Beobachtung; Formularsammlung; Charakterisierung; Profilanalyse; Schulnote; Studentische Bewertung; Grieche; Griechisch; Ausland; Griechenland
Abstract	This study aimed at investigating the actual strategic behaviors of high and low achievers in reading comprehension and their relation with respective performance. The participants were 45 individually examined third graders, 20 high and 25 low reading comprehension achievers. Cognitive, metacognitive, and motivational aspects of the participants' strategic behaviors during text comprehension was directly recorded by two observers by means of a structured observation form. The results revealed a relatively different profile of strategic behaviors between high and low achievers. Students' strategic behaviors during dealing with text comprehension were strongly related to respective performance for both groups. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10