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Age and Gender Differences in Some Aspects of Metacognition and Reading Comprehension
Svjetlana KOLIĆ-VEHOVEC
Igor BAJŠANSKI
Sažetak
The aim of this study was to explore age and gender
differences in comprehension monitoring, perceived use of
reading strategies and reading comprehension, and their
relationship. Participants were fifth– and eighth-grade
elementary school students and third-grade high school
students. In addition to the measure of reading
comprehension, two measures of comprehension monitoring
and Strategic Reading Questionnaire as a measure of
perceived use of reading strategies were applied. Reading
comprehension and comprehension monitoring showed
continuous development with age. Female students showed better results than male students in reading comprehension
in all three age groups. The perceived use of reading
strategies showed a decrease between the fifth and the
eighth grades, and that could be attributed to inadequate
ability for self-assessment and reading strategy use in the
fifth grade students. In comprehension monitoring female
students were better than male students in the fifth and the
eighth grades, but there was no gender difference in the
third grade of high school. In the fifth and the eighth grades
both measures of comprehension monitoring were significant
predictors of reading comprehension, but in addition to
comprehension monitoring, perceived use of reading
strategies was also a significant predictor of reading
comprehension in the third grade of high school.
Ključne riječi
metacognition; comprehension monitoring; reading strategies; reading comprehension
Hrčak ID:
18350
URI
Datum izdavanja:
31.12.2006.
Posjeta: 3.224 *