Individual and developmental differences in reading monitoring: When and how do children evaluate their comprehension?

Eme, Elsa; Puustinen, Minna; Coutelet, Béatrice

doi:10.1007/bf03173571

Cited by 35 publications

(23 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Este proceso es el encargado de supervisar la ejecución de los procedimientos en curso y detectar las desviaciones respecto de la meta deseada, pudiendo corregir los errores antes de arribar al resultado final (Fuster, 2008). Esta habilidad se define como una función ejecutiva encargada de dirigir el proceso cognitivo del lector (Wagoner, 1983), de controlar y regular la ejecución de la comprensión del mismo y de detectar contradicciones de diverso tipo (Eme, Puustinen, & Coutelet, 2006). Distintos estudios (Oakhill, Hart & Samols, 2005;Ehrlich, 1996;Ehrlich, Remond & Tardieu, 1999) han hallado que los niños con dificultades de comprensión presentan dificultades en detectar inconsistencias internas en el texto en tareas de detección de error.…”

Section: Introductionunclassified

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

et al. 2013

View full text Add to dashboard Cite

Resumen: La mayoría de los niños con dificultades en la comprensión lectora poseen rendimientos inferiores en un conjunto de procesos cognitivos. El objetivo del presente estudio es establecer un perfil cognitivo asociado al bajo rendimiento en comprensión lectora en relación a la habilidad de monitoreo, a la producción de inferencias, al vocabulario, a la amplitud de memoria de trabajo y a la capacidad inhibitoria, en niños hispanoparlantes. Para ello se administraron tareas correspondientes a dichos procesos en niños con altos y bajos rendimientos en comprensión lectora. Los resultados mostraron que si bien los niños con mala comprensión presentan bajos rendimientos en estas habilidades, no puede establecerse un perfil consistente ya que hay niños con problemas en comprensión que presentan normal o superior rendimiento en algunas de estas habilidades cognitivas. Palabras claves: Monitoreo; inferencias; vocabulario; memoria de trabajo; inhibición; comprensión lectora; niños.Title: Cognitive profile of children with low performance in reading comprehension Abstract: Mostly of children with difficulties in reading comprehension possess low performances in a set of cognitive processes. The aim of the present study is to establish a cognitive profile associated with the low performance in reading comprehension in relation to the skill of reading monitoring, production of inferences, vocabulary, working memory and, inhibitory capacity in spanish-speaking children. For it several tasks were applied in children by high and low performances in reading comprehension. The results showed that though the children with bad comprehension present low performances in these skills, a consistent profile cannot be established since there are children with problems in comprehension that they present normal or top performance in some of these cognitive skills.

show abstract

Section: Introductionunclassified

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

et al. 2013

View full text Add to dashboard Cite

show abstract

“…Self-control awareness of reading skills is strengthened by self-monitoring questions (Eme, Puustinen, & Coutelet, 2006). This strategy aligns with Broussard & Garrison's (2004) finding that recent research on motivation tends to collect data through questions that are grouped on three following questions.…”

mentioning

confidence: 69%

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

Damaianti

2017

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

Student's reading skill is deemed vitally important to attain high academic achievements. The results of the previous studies, however, show that Indonesian students' reading skill is still unsatisfying due to their low motivation. The purpose of this study is to address this problem of students' motivation by examining the effectiveness of a volitional strategy through metacognitive development to students of Islamic Junior High School [Madrasah Tsanawiyah] in Indonesia. A quasi-experimental method with a factorial design is used in this research. Indicators for increasing students' reading motivation come from Cambria and Guthrie (2010). Measures of increased motivation to read with the volitional strategy were done through metacognitive development which is based on self-monitoring and awareness of reading skills mastery. This study concludes that the volitional strategy through metacognitive development is proved effective in increasing students' motivation for reading, students with both low and high reading skills. This has implications for the efforts to foster motivation for reading by intensively using the strategy for Madrasah Tsanawiyah education contexts.

show abstract

“…Winne, Graham, & Prock, 1993), or using metacognitive knowledge (e.g. Mayer, 2002;Eme, Puustinen, & Coutelet, 2006) to achieve more efficient performance on text recall (e.g. Horner & O Connor, 2007).…”

Section: Reading Comprehension Strategies Recall and Reading Competencementioning

confidence: 99%

How Can Reading Comprehension Strategies and Recall Be Improved in Elementary School Students?

Braojos

Fernández

Vílchez³

2014

Estudios sobre Educación

View full text Add to dashboard Cite

Individual and developmental differences in reading monitoring: When and how do children evaluate their comprehension?

Cited by 35 publications

References 29 publications

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

Perfil cognitivo de niños con bajos rendimientos en comprensión lectora

Volitional Strategies Through Metacognitive Development in Fostering Reading Motivation

How Can Reading Comprehension Strategies and Recall Be Improved in Elementary School Students?

Contact Info

Product

Resources

About