Language profile, metacognitive reading strategies, and reading comprehension performance among college students

Villanueva, Joey M.

doi:10.1080/2331186x.2022.2061683

Cited by 14 publications

(12 citation statements)

References 26 publications

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“…Additionally [ 65 ], agreed that students' adoption of learning or reading strategies, along with their enjoyment of reading, can exert both direct and indirect influences on their performance in reading comprehension. Moreover [ 66 ], stressed the relationship between students' reading strategies, encompassing global comprehension, problem-solving and support techniques, and their language profile, which includes factors like language attitudes, proficiency in known languages and familiarity with other languages. This linkage between these reading strategies and students' achievement in language arts is noteworthy.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of reading strategy use on online reading comprehension

Habók,

Oo,

Magyar

2024

Heliyon

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Section: Literature Reviewmentioning

confidence: 99%

The effect of reading strategy use on online reading comprehension

Habók,

Oo,

Magyar

2024

Heliyon

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“…For example, Gebhard (2000) reported a statistically significant correlation between the participants' use of MCRS and their reading comprehension scores and that skilled readers who employed MCRS effectively scored higher in reading comprehension tests than the struggling ones. Research also demonstrated that learning MCRS facilitates L2 acquisition (Ahmadi et al, 2013), and improves reading comprehension scores (Irfan et al, 2019;Par, 2020;Sutiyatno & Sukarno, 2019;Thongwichit & Buripakdi, 2021;Villanueva, 2022;Wu et al, 2021). Sutiyatno and Sukarno (2019), for instance, found an association between undergraduate students' reading performance and their use of metacognitive strategies.…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 96%

“…The researchers also reported that such strategies helped students acquire new skills in a different learning environment. Equally, researchers like Par (2020), Villanueva (2022) and Mohammed (2022) revealed a significant correlation between the application of reading strategies and the participants' reading comprehension performance and that the problem-solving strategies predicted reading outcomes. The researcher concluded that the more problem-solving strategies are used during the reading process, the better understanding of the texts the students show.…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 99%

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Razkane¹,

Sayeh²,

Diouny³

et al. 2023

INT J INSTRUCTION

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Metacognitive strategy awarenessMetacognition refers to an individual's awareness of their cognitive development, mental processes, learning styles, and the capacity to organize, manage and solve problems. Flavell (1979) regards reading as a cognitive enterprise that involves an awareness of a variety of MCRS and skills. Brown et al. (1986) maintain that metacognition is crucial to reading comprehension. In the same vein, Karbala (2011) argues that the context of reading comprises two types of cognition: A reader's knowledge of reading strategies to learn from the text, and the ability an individual has to monitor their actions during the reading process reading. MCRS are described as tools that assist students to understand their abilities and figure out how to learn different skills in the learning environment while dealing with a reading task (Sutiyatno & Sukarno, 2019). MCRS are regarded as conscious, deliberate, and goal-oriented activities or plans that readers employ to decode, understand and construct meanings from written texts (Afflerbach et al., 2008;Manoli & Papadopoulou, 2012). While reading skills are defined as unconscious, automatic, effortless activities (Manoli & Papadopoulou, 2012) used to decode and comprehend texts quickly, efficiently, and fluently, "usually without the reader's awareness of the components or controls involved" (Afflerbach et al., 2008, p.15), MCRS are "in fact problem-solving strategies employed by readers to cope with reading texts" (Al-Mekhlafi, 2018, p. 299).According to Abu-Rabia (2018), metacognitive reading processes include three key stages: planning, monitoring, and evaluating. Each reading phase comprises a number of MCRS that could be employed at a specific point during the global reading comprehension process. These strategies comprise setting an objective to reading, activating background knowledge, making predictions, skimming, scanning, repairing, guessing meaning, visualizing, checking, revising, altering reading speed, deconstructing the structure of the text, summarizing, evaluating, and self-questioning in the postreading phase to check whether the purpose behind reading is achieved (Carrell et al., 1998). Iwai (2011) maintains that metacognition plays a key role in reading comprehension as it is linked to linguistic, cognitive, and social skills development, and that metacognitive strategy awareness can sharpen students' mental processes and make them strategic thinkers who can deal with difficult tasks in a scientific way. Similarly, Auerbach & Paxton (1997) assert that metacognitive strategies can be effectively activated only when learners read a certain text with a particular purpose in mind. According to Karbalaei (2011, p.7), to do a reading comprehension task successfully, readers must use their metacognitive knowledge to trigger "conscious and deliberate strategies." MCRS show readers how to deal with a given reading task, what textual prompts to exploit, how to decode the reading material, and what procedures to follow when failing to get the...

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“…Le indagini su buoni e cattivi lettori hanno evidenziato che i lettori deboli mancano di strategie di comprensione e di controllo metacognitivo della loro lettura e che questi deficit strategici giocano un ruolo importante nei loro pro-blemi di comprensione (Baker & Brown, 1984;Palincsar & Duke, 2004;Guerin & Murphy, 2015;Villanueva, 2022).…”

Section: Il Problema DI Comprendere E Comporreunclassified

Lettura e Composizione Integrate Cooperative nella Didattica a Distanza: esaminare gli Effetti su Studenti Universitari

Anello¹

2022

Excellence and Innovation in Learning and Teaching

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Per promuovere negli studenti la scrittura come attività consapevole e sistematica per lo studio può risultare efficace il Cooperative Integrated Reading and Composition (CIRC) Model, che si concentra sulla padronanza combinata di strategie di comprensione e di composizione. In rapporto essenziale con la lettura, la co-costruzione di testi stimola gli studenti a esercitare molteplici capacità: analizzare e sintetizzare, immaginare e anticipare, scegliere e selezionare, integrare e elaborare, organizzare i contenuti riguardo a situazioni comunicative e destinatari diversi. Nel presente contributo l'esercizio delle abilità di leggere e comporre testi è stato indagato su un gruppo di studenti universitari che si preparano a diventare maestri. Il programma CIRC è stato applicato in un insegnamento a distanza. Il duplice obiettivo del progetto è stato di facilitare in 285 soggetti lo studio individuale attraverso la scrittura condivisa e di accrescere in loro la consapevolezza d'uso della tecnica nelle classi di scuola primaria. Pur rimanendo su un piano esperienziale, che fornisce dati non generalizzabili, l'attuazione del progetto ha consentito di precisare l'adeguatezza delle procedure utilizzate.

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Language profile, metacognitive reading strategies, and reading comprehension performance among college students

Cited by 14 publications

References 26 publications

The effect of reading strategy use on online reading comprehension

The effect of reading strategy use on online reading comprehension

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Lettura e Composizione Integrate Cooperative nella Didattica a Distanza: esaminare gli Effetti su Studenti Universitari

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