engleski

Relation between self-assessment and performance measures of metacognition in reading during adolescence

Relation between self-assessment and performance measures of metacognition in reading was explored in several studies. The participants were students from 11- to 17-years old. The focus was placed on adolescence as a crucial period for the development of metacognition in the domain of reading comprehension. Different performance measures were used to assess comprehension monitoring during reading: detection of semantic and syntactic inconsistencies in sentence and text, as well as close-task. A Strategic reading questionnaire (Kolic-Vehovec & Bajsanski, 2001b) was applied as a self-assessment measure of students’ awareness of cognitive and metacognitive reading strategy use. Students’ reading comprehension was also assessed. The most performance measures of comprehension monitoring did not significantly correlate with measure of students’ awareness of cognitive and metacognitive reading strategy use until 14 years when all measures of comprehension monitoring moderately correlated with measure of students’ awareness of reading strategy use. Performance measures of metacognition in reading were moderately correlated with text comprehension in all students, while self-assessment measure was not significantly correlated with text comprehension until 14 years. The results indicated that metastrategic awareness has a somewhat slower development than comprehension monitoring, and therefore self-assessment measures of metacognition in reading did not become valid and consistent before later adolescence, while performance measures proved as good indicators of comprehension monitoring during whole period of adolescence.

metacognition; self-assessment;; performance measures; reading

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