Components of reading comprehension and scholastic achievement

Meneghetti, Chiara; Carretti, Barbara; Béni, Rossana De

doi:10.1016/j.lindif.2006.11.001

Cited by 76 publications

(67 citation statements)

References 31 publications

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“…The purpose of reading comprehension is to construct meaning from the contexts (Sweet & Snow, 2002). Reading comprehension is a complex cognitive ability providing the ability to integrate text information with the background knowledge of the reader and resulting in the explanation of a mental representation (Meneghetti, Carretti, & De Beni, 2006). So, reading comprehension is an interactive activity between students and contexts (Rumelhart, 1994); in the period of this interaction between students and contexts, students utilize different experiences and knowledge which involve language skills, cognitive information and world knowledge.…”

Section: Reading Comprehensionmentioning

confidence: 99%

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

Ahmadi¹,

Ismail²,

Kabilan³

2013

ELT

116

117

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Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether "meta-cognitive reading strategy awareness" enhances EFL students' reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This paper focuses on the four main issues. First, it discusses the definition of metacognitive reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of metacognitive reading strategy. Third, definition of reading comprehension and different models of reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and reading comprehension will be discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.

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Section: Reading Comprehensionmentioning

confidence: 99%

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

Ahmadi¹,

Ismail²,

Kabilan³

2013

ELT

116

117

View full text Add to dashboard Cite

show abstract

“…This controversy raises serious problems in the field, not only in studying the relationship between WM and reading comprehension, but also as regards implementation of the most suitable procedures for assessment and intervention. Reading comprehension difficulties certainly have marked effects on school achievement (Taraban, Rynearson, & Kerr, 2000;Meneghetti, Carretti, & De Beni, 2006) and day-to-day activities. From a practical point of view, therefore, great benefit would derive from determining which aspects should be explored during clinical evaluation, with a view to devising an empowerment programme of activities for poor comprehenders.…”

Section: Agementioning

confidence: 99%

Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

Carretti¹,

Borella²,

Cornoldi³

et al. 2009

Learning and Individual Differences

Self Cite

364

242

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“…Most definitions of reading comprehension share the focus on the interaction between the text and the reader's prior knowledge (Alfassi, 2004;Meneghetti, Carretti, & De Beni, 2006). In researches aiming to individuate the predictors of reading comprehension, prior knowledge often results to be one of the most significant ones (Alexander & Jetton, 2000;Dochy, 1992Dochy, , 1994Dochy, Segers, & Buehl, 1999;Duke et al, 2004;Hailikari, Katajavuori, & Lindblom-Ylanne, 2008;Ozuru, Dempsey, & McNamara, 2009;Rapp et al, 2007;Samuelstuen & Braeten, 2005;Shapiro, 2004).…”

Section: Introductionmentioning

confidence: 99%

Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

Tarchi

2010

Learning and Individual Differences

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Components of reading comprehension and scholastic achievement

Cited by 76 publications

References 31 publications

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

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