Strategy Use by Good and Poor Comprehenders Reading Expository Text of Differing Levels

Kletzien, Sharon Benge

doi:10.2307/747732

Cited by 89 publications

(81 citation statements)

References 37 publications

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“…Baker & Brown, 1984;Ehrlich, 1991;Forrest-Pressley & Waller, 1984;Garner, 1987). Both verbalizeable metacognitive knowledge and comprehension monitoring become more efficient with age, and within a grade level, skilled and less-skilled readers differ on reading-related metacognitive skills (Baker, 1984;Garner & Kraus, 1982;Kletzien, 1991;Paris & Myers, 1981;Zabrucky & Moore, 1989). Results of metacognitive training studies have not been very consistent, however, with a number of studies not showing significant transfer effects (cf.…”

mentioning

confidence: 84%

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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Cognitive, metacognitive, and motivational factors were examined as predictors of individual differences in the reading comprehension abilities of good and poor readers. Two hundred twenty seventh graders were measured on reading comprehension, and the top 30% and bottom 30% were identified as good and poor readers, respectively. Subjects were then measured on word recognition, metacognitive knowledge about text processing, perceived competence, and attributional beliefs about the reasons underlying academic outcomes. The results indicated that good readers in comparison to poor readers scored higher on the word recognition measure, possessed richer metacognitive knowledge, and had more positive beliefs about their academic abilities. Regression analyses indicated that word recognition and metacognition predicted reading comprehension in the whole sample; however, regression analyses within subgroups indicated that word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the reading comprehension abilities of good readers.Numerous developmental researchers have recently argued that it is time we seriously attempt to integrate cognitive, metacognitive, and motivational factors both in our theories and in our investigations of children's cognitive performance 365

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mentioning

confidence: 84%

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Ehrlich

Kurtz‐Costes

Loridant

1993

Journal of Reading Behavior

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“…Readers' language proficiency is related to the use of their reading strategies (Hong-Nam & Leavell, 2006;Shen, 2003;Wharton, 2000;Yang, 2002). Based on these researches, readers who have high proficiency try to use global strategies for understanding a text (Kletzien, 1991;Zhang & Wu, 2009). Readers who have low proficiency, try to utilize particular techniques that are not beneficial to understand a text (Gan, Humphreys, & Hamp-Lyons, 2004;Zhang & Wu, 2009).…”

Section: Introductionmentioning

confidence: 99%

A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement

Gilakjani¹,

Sabouri²

2016

IJEL

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Reading comprehension is a significant skill that furthers the development of learners' various academic tasks. It helps them decoding a text, analyzing, explaining, and expressing their own ideas about written materials. Learners should develop a strong ability to understand written materials to struggle with the academic tasks that their teachers deal with them. A primary objective of reading comprehension is to aid learners improve skills and comprehension of texts if they want to be skilled readers. In this review paper, the researchers define the term reading comprehension and reading strategies, elaborate previous findings about the relationship between reading strategies and reading comprehension skill, state factors affecting reading comprehension skill, explain the effective strategies for reading comprehension, and finally mention suggestions for improving reading comprehension skill. The findings of this review paper indicated that appropriate reading strategies play a vital role in improving EFL learners' reading comprehension skill.

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“…As primeiras podem ser caracterizadas como comportamentos e pensamentos que interferem na aquisição da informação lida, ou ainda, como formas deliberadas de decodificação dos símbolos acerca da linguagem, constituindo a construção de significado (Kletzien, 1991;Kopke, 1997). Já as metacognitivas são definidas como a consciência que o leitor apresenta sobre o próprio nível de compreensão durante a leitura e a habilidade para controlar as ações cognitivas por meio de estratégias que facilitem a compreensão de um determinado tipo de texto ou de tarefa determinada (Bolívar, 2002).…”

Section: Estratégias De Leituraunclassified

Estratégias de leitura e compreensão textual em universitários

Cantalice

Oliveira

2009

Psicol. Esc. Educ.

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ResumoO objetivo deste estudo foi explorar a compreensão textual em universitários e o uso das estratégias metacognitivas de leitura, considerando a faixa etária dos mesmos. Cento e dez universitários (110) do curso de psicologia de uma universidade privada paulista participaram da investigação. Foram utilizados uma escala de estratégias metacognitivas de leitura e um texto de 250 vocábulos preparado segundo a técnica de Cloze em sua versão tradicional, cuja característica é a omissão de todos os quintos vocábulos do texto. A aplicação foi coletiva naqueles estudantes que consentiram participar. Os dados foram submetidos à estatística inferencial e evidenciaram relação estatisticamente significativa entre a pontuação na escala de estratégias metacognitivas de leitura e os escores do Cloze. Foi possível também evidenciar diferenças na pontuação na compreensão em leitura dos estudantes, considerando a faixa etária dos mesmos.Palavras-chave: Leitura, Teste de Cloze, estudantes universitários. Reading strategies and textual comprehension among university students AbstractIn this study we explore the reading and understanding of texts by university students. We used the metacognitive reading strategies considering students' age. We work with one hundred and ten students from Psychology course at a private University located in the State of São Paulo. We apply reading metacognitive strategy scale and a text containing 250 words prepared according to Cloze technique, which is characterized by omitting every fifth word. The work was developed with the students who accepted to take part in the investigation. The data were submitted to inferential statistics and revealed the relation existing between the punctuation of reading metacognitive strategies scale and the Cloze's scores.It was also possible to evidence the differences in the university students' reading comprehension according to their ages. Key-words: Reading, Cloze testing, College Students. Estrategias de lectura y comprensión textual en estudiantes universitarios ResumenEl objetivo de este estudio fue explorar la comprensión textual en universitarios y el uso de las estrategias metacognitivas de lectura, considerando la franja etaria de los mismos. Ciento diez universitarios (110) de la facultad de Psicología de una universidad privada paulista participaron de la investigación. Una escala de estrategias metacognitivas de lectura y un texto de 250 vocablos preparados según la técnica de Cloze, en su versión tradicional, fueron utilizados, cuya característica es la omisión de todos los quintos vocablos del texto. La aplicación fue colectiva en aquellos estudiantes que consintieron participar. Los datos fueron sometidos a la estadística inferencial y evidenciaron relación estadísticamente significativa entre los puntajes en la escala de estrategias metacognitivas de lectura y el puntaje de Cloze. Fue posible también evidenciar diferencias en el puntaje de la comprensión de lectura de los estudiantes, considerando la franja etaria de los mismos.Palabras-clave: L...

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Strategy Use by Good and Poor Comprehenders Reading Expository Text of Differing Levels

Cited by 89 publications

References 37 publications

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers

A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement

Estratégias de leitura e compreensão textual em universitários

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