Naslov
Metacognitive knowledge, summarization and text comprehension: A follow up study

Autori
Kolić-Vehovec, Svjetlana ; Rončević Zubković, Barbara

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
4th Biennial Meeting of the EARLI Special Interest Group Metacognition / Bromme, Rainer ; Dutke, Stephan ; Holodynski, Manfred ; Pieschl, Stephanie ; Souvignier, Elmar ; Wirth, Joachim - Münster : Unicersity of Muenster, 2010, 109-109

Skup
4th Biennial Meeting of the EARLI Special Interest Group Metacognition

Mjesto i datum
Münster, Njemačka, 26.05.2010. - 29.05.2010

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
metacognitive knowledge; summarization; text comprehension

Sažetak
Children who can plan their reading for different purposes, who can monitor their understanding as they read, and who can repair and regulate their comprehension are demonstrating metacognitive understanding and control over their cognitive processing of text (Baker & Brown, 1984). Metacognitive knowledge of what reading strategies are, how they facilitate reading, and when and why they should be applied can help children to improve their reading (Paris & Flukes, 2005). One of the most important strategies for effective reading is text summarization because it improves text comprehension and helps students monitor their comprehension (Symons, Richards, & Greene, 1995 ; Wittrock & Alesandrini, 1990). Althought the relations of metacognitive knowledge and summarization with text comprehension were extensively explored, there are only few studies that longitudinaly explored that relationships (Roeschl-Heils et al., 2003). Therefore, the aim of this study was to examine changes in metacognitive knowledge, summarization and text comprehension during upper elementary school because that is a crucial period for the development of metacognition in the domain of reading comprehension. The participants (N = 153) were first examined in the fourth grade (10 years old), and they were reexamined in the sixth grade. Text comprehension was assessed on one narrative and one expository text. Metacognitive knowledge was measured by 14-multiple choice questions asking students to select appropriate reading strategy in given situation. In summarization task students were asked to summarize main ideas from expository and narrative texts. A k-means cluster analysis was used to differentiate students in the fourth grade according to their metacognitive knowledge, summarization skill and text comprehension level. The four cluster solution seemed the most plausible one. The group of the good comprehenders had above average metacognitive knowledge and summarization skill. They were mostly girls (77%). Poor comprehenders had below average metacognitive knowledge and summarization skill. Two groups of average comprehenders differed in the metacognitive tasks. One group had above average metacognitive knowledge but below average summarization skill, whereas the opposite pattern occurred in the second group. In the sixth grade only the poor comprehenders differed significantly from the other groups in text comprehension, metacognitive knowledge and summarization. Average comprehenders improved their metacognitive knowledge between the fourth and the sixth grade, and did not differ from good comprehenders. The group of good comprehenders differed from the average comprehenders only in the narrative text comprehension. The results indicated that poor comprehenders still fell behind backward in their metacognition and text comprehension compared to all other students.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA