Comprehension monitoring and reading comprehension in bilingual students

Abstract

This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth‐grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed. Their comprehension monitoring skill was measured on the Metacomprehension test and through use of a cloze task. The Strategic Reading Questionnaire (SRQ) was used as a self‐report measure of strategic reading. A questionnaire investigating Italian language use and perceived proficiency in the Italian language was also administered. Perceived proficiency in Italian was not clearly determined by early or late preschool age of second language acquisition. Bilingual students with high perceived proficiency in Italian (high PP group) had better meta‐cognitive reading skills than those with low perceived proficiency in Italian (low PP group). Comprehension monitoring was the most important predictor of reading comprehension in all students.

Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study

“…Not only cognitive strategies, but also meta-cognitive and self-regulatory strategies are linked with higher L2 outcomes (Graham & Macaro, 2008;Huang, Chen, & Lin, 2009;Kolic-Vehovec & Bajsanski, 2007;Schoonen, Hulstijn, & Bossers, 1998;van Gelderen, Schoonen, de Glopper, Hulstijn, Simis, Snellings, & Stevenson, 2004). By examining the current state of students' SRL skills, the findings of the study will no doubt contribute to the efforts of designing valid SRL teaching components for courses, especially flipped, blended, and online language courses.…”

Reading Minds: The Relation Between Children’s Mental State Knowledge and Their Metaknowledge About Reading

“…Children’s metaknowledge about reading was assessed by a questionnaire largely and successfully used in the Italian context to examine individual differences in metaknowledge both in typical and atypical development (see, e.g., Cornoldi, De Beni, & Pazzaglia, 1996; Kolić‐Vehovec & Bajšanski, 2007; Pazzaglia, Cornoldi, & Tressoldi, 1993). For the purposes of the present study we selected age‐appropriate subtests assessing children’s understanding of the purpose of reading and strategies for reading (De Beni & Pazzaglia, 1994; Orasanu, 1986; Pazzaglia, De Beni, & Cristante, 1994).…”

Indicadores del proceso de control de la propia comprensión durante la lectura de textos de ciencias

“…Las personas con un buen desarrollo de estrategias metacognitivas pueden monitorizar internamente su propio proceso de aprendizaje y disponen de los medios necesarios para detectar y superar los obstáculos de comprensión que pueden surgir durante la lectura (Kolić-Vehovec y Bajšanski, 2007;Alexander y Jetton, 2000). Un desarrollo insuficiente del control de la propia comprensión podría ser uno de los factores que favorecen la permanencia de errores conceptuales en ciencias en la población culta no especializada (Sanjosé, Fernández y Vidal-Abarca, 2010).…”