Assessing and Understanding the Cognitive and Metacognitive Perspectives of Adults Who Are Poor Readers. Technical Report No. 594.

Autor/in	Poissant, Helene
Institution	Center for the Study of Reading, Urbana, IL.
Titel	Assessing and Understanding the Cognitive and Metacognitive Perspectives of Adults Who Are Poor Readers. Technical Report No. 594.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adults; Decoding (Reading); Foreign Countries; Low Achievement; Metacognition; Reading Achievement; Reading Comprehension; Reading Research; Short Term Memory; Student Attitudes; Student Evaluation; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Dekodierung; Ausland; Unterdurchschnittliche Leistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseleistung; Leseverstehen; Leseforschung; Kurzzeitgedächtnis; Schülerverhalten; Schulnote; Studentische Bewertung; Kanada
Abstract	A study examined adult low-literate readers' knowledge of their cognitive skills. By better knowing this clientele from both the cognitive and metacognitive angles, several objectives could be met, including remedying a lack of knowledge in their assessment, and building a valid curriculum content closer to their needs. Many studies suggest that a metacognitive approach can give better results than an approach based solely on the mastery of cognitive competencies. The five female and four male low-literate readers studied (in Quebec) obtained scores below the norm on the digit span memory test, confirming some psycholinguistic hypotheses. Short-term memory has a limited retention capacity and processes information mainly in a phonological way. The fact that good readers generally decode well helps short-term information processing. Faster word processing avoids an overload in short-term memory. Conversely, the beginning reader who decodes with difficulties rapidly clutters his or her short-term memory, which impairs comprehension. Data on metacognitive comprehension shows that few low-literate readers are aware of the relation between reading comprehension and decoding skills. Literate persons (such as the seven men and four women in a control group) establish this link more easily. In spite of these cognitive limitations, low-literate and literate readers do share some metacognitive knowledge. Two tables and a list of tasks and cognitive skills are included. (Contains 38 references.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC