We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta‐cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta‐cognitive profiles with respect to reading comprehension ability. Chilean undergraduate students (N = 146) completed a task on inconsistency detection within texts and a standardised reading comprehension performance measure, which we used, along with confidence in performance judgements, to calculate meta‐cognitive monitoring accuracy. Our results confirmed that proficient readers outperformed poor readers on nearly all measures of interest, except global retrospective meta‐cognitive monitoring judgements, and that proficient readers performed significantly better on items related to implicit information of texts than poor readers. Additionally, when combined in a single group, number of inconsistencies correctly detected and repaired and accurate global evaluation of learning judgements significantly predicted reading performance whereas retrospective global and local meta‐cognitive monitoring judgements did not. Of special significance to our investigation, when separated in two groups, poor and proficient readers exhibited unique meta‐cognitive profiles. Proficient and poor readers employ different meta‐cognitive strategies, and poor readers benefit more from strategies than proficient readers.
Se presenta un aspecto de la moralidad juvenil, medido por la aceptación de conductas morales cuestionables (Escala de Harding y Phillips, 1986), y sus relaciones con variables familiares, en una muestra aleatoria de 296 estudiantes de enseñanza media,
Introduction: Reading comprehension is an important skill in the fast pace global society in which we now live. However, reading comprehension is a rather complex process that involves the dynamic interaction of cognitive and metacognitive skills. Method: In the present study, we investigated whether a newly-developed text inconsistency detection task adequately measured inconsistency detection and reparation. We validated the measure employing a sample of 146 undergraduate students in Chile. We also explored whether the validated measure significantly positively predicted performance on a standardized reading comprehension measure and whether it was able to adequately discriminate between proficient and poor readers. Results: We found that the final solution of inconsistency detection task was unidimensional and explained approximately 68% of the variability in the items. Further, inconsistency detection and reparation positively significantly predicted reading comprehension performance, and it was able to successfully discriminate between proficient and poor readers. Implications for learning and educational practice are discussed. Discussion and Conclusion: We demonstrated that our proposed text inconsistency detection test can be successfully and efficiently employed to invoke readers' skill at monitoring reading comprehension by challenging them to detect inconsistencies and pursue the metacognitive process of reparation (i.e., control).
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.