Individual Differences in Absolute and Relative Metacomprehension Accuracy.

Abstract

The authors investigated absolute and relative metacomprehension accuracy as a function of verbal ability in college students. Students read hard texts, revised texts, or a mixed set of texts. They then predicted their performance, took a multiple-choice test on the texts, and made posttest judgments about their performance. With hard texts, students with lower verbal abilities were overconfident in predictions of future performance, and students with higher verbal abilities were underconfident in judging past performance. Revised texts produced overconfidence for predictions. Thus, absolute accuracy of predictions and confidence judgments depended on students' abilities and text difficulty. In contrast, relative metacomprehension accuracy as measured by gamma correlations did not depend on verbal ability or on text difficulty. Absolute metacomprehension accuracy was much more dependent on types of materials and verbal skills than was relative accuracy, suggesting that they may tap different aspects of metacomprehension.

Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

“…Some studies have shown evidence consistent with a positive relationship (Bol & Hacker, 2001;Bol, Hacker, O'Shea, & Dwight, 2005;Garner, 1987;Glover, 1989;Hacker, Bol, Horgan, & Rakow, 2000;Maki & Berry, 1984;Maki, Shields, Wheeler, & Zacchilli, 2005;Schneider, 1985), but others have failed to show any relationship (Glenberg & Epstein, 1985;Maki, Jonas, & Kallod, 1994;Maki & Swett, 1987;Pressley, Snyder, Levin, Murray, & Ghatala, 1987). Unfortunately, this body of studies contains such enormous variability in the factors that could moderate ability effects or the capacity to observe them (e.g., text characteristics, test characteristics, or the way reading ability is measured) that they provide little insight into whether, when, or why reading ability might affect monitoring accuracy.…”

Compreensão em Leitura no Ensino Fundamental

“…Autores como Carpenter, Miyake e Just (1995), Hannon, e Daneman (2001), Kintsch (1988), Kintsch e Dijk (1978), Maki, Schields, Wheeler e Zacchini (2005) concordam que a leitura exige mecanismos de processamento como a memória, a consciência fonológica, consciência morfológica, sintática e o domínio semântico das palavras, pensamento analó-gico, fluência e velocidade. Flippo (1998) afirma que a compreensão em leitura se concretiza diante de um processamento verbal que envolve a relação entre as decodificações de sinais entre estímulos e os conhecimentos prévios dos alunos.…”

Relação entre consciência morfológica e leitura contextual medida pelo teste de Cloze

“…Dessa forma optou-se pelo controle da variância atribuída à consciência fonológica e pelo uso do teste de Cloze, visto que sua forma de elaboração permite que se analise o quanto o leitor se apóia nas pistas do contexto e/ou em conhecimentos prévios (Maki, Schields, Wheeler, & Zacchini, 2005;Santos, 2004;Santos, Primi, Taxa, & Vendramini, 2002). Em outras palavras, duas questões foram propostas para ser investigadas, a saber, (a) A consciência morfológica está associada à leitura contextual?…”