The Role of Meta-Cognitive Cues on the Comprehension of Proficient and Poor Readers

Autor/inn/en	Soto, Christian; Gutierrez de Blume, Antonio P.; Carrasco Bernal, Macarena Andrea; Contreras Castro, Marco Antonio
Titel	The Role of Meta-Cognitive Cues on the Comprehension of Proficient and Poor Readers
Quelle	In: Journal of Research in Reading, 43 (2020) 3, S.272-289 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez de Blume, Antonio P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12303
Schlagwörter	Cues; Metacognition; Reading Comprehension; Undergraduate Students; Reading Skills; Prediction; Profiles; Standardized Tests; Reading Tests; Foreign Countries; Task Analysis; Comparative Analysis; Test Items; Item Analysis; Role; Decision Making; Chile + Suchen Sie Ihr Suchwort? Stichwort; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Reading skill; Lesefertigkeit; Vorhersage; Charakterisierung; Profilanalyse; Standadised tests; Standardisierter Test; Lesetest; Ausland; Aufgabenanalyse; Test content; Testaufgabe; Itemanalyse; Rollen; Decision-making; Entscheidungsfindung
Abstract	We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta-cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta-cognitive profiles with respect to reading comprehension ability. Chilean undergraduate students (N = 146) completed a task on inconsistency detection within texts and a standardised reading comprehension performance measure, which we used, along with confidence in performance judgements, to calculate meta-cognitive monitoring accuracy. Our results confirmed that proficient readers outperformed poor readers on nearly all measures of interest, except global retrospective meta-cognitive monitoring judgements, and that proficient readers performed significantly better on items related to implicit information of texts than poor readers. Additionally, when combined in a single group, number of inconsistencies correctly detected and repaired and accurate global evaluation of learning judgements significantly predicted reading performance whereas retrospective global and local meta-cognitive monitoring judgements did not. Of special significance to our investigation, when separated in two groups, poor and proficient readers exhibited unique meta-cognitive profiles. Proficient and poor readers employ different meta-cognitive strategies, and poor readers benefit more from strategies than proficient readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01