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Psihologijske teme, Vol.23 No.1 Travanj 2014.

Izvorni znanstveni članak

Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension

Svjetlana Kolić-Vehovec ; Department of Psychology, Faculty of Humanities and Social Sciences,University of Rijeka, Croatia
Barbara Rončević Zubković ; Department of Psychology, Faculty of Humanities and Social Sciences,University of Rijeka, Croatia
Rosanda Pahljina-Reinić ; Department of Psychology, Faculty of Humanities and Social Sciences,University of Rijeka, Croatia

Puni tekst: engleski, pdf (225 KB) str. 77-98 preuzimanja: 1.405* citiraj
APA 6th Edition
Kolić-Vehovec, S., Rončević Zubković, B. i Pahljina-Reinić, R. (2014). Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension. Psihologijske teme, 23 (1), 77-98. Preuzeto s https://hrcak.srce.hr/120495
MLA 8th Edition
Kolić-Vehovec, Svjetlana, et al. "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension." Psihologijske teme, vol. 23, br. 1, 2014, str. 77-98. https://hrcak.srce.hr/120495. Citirano 26.09.2018.
Chicago 17th Edition
Kolić-Vehovec, Svjetlana, Barbara Rončević Zubković i Rosanda Pahljina-Reinić. "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension." Psihologijske teme 23, br. 1 (2014): 77-98. https://hrcak.srce.hr/120495
Harvard
Kolić-Vehovec, S., Rončević Zubković, B., i Pahljina-Reinić, R. (2014). 'Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension', Psihologijske teme, 23(1), str. 77-98. Preuzeto s: https://hrcak.srce.hr/120495 (Datum pristupa: 26.09.2018.)
Vancouver
Kolić-Vehovec S, Rončević Zubković B, Pahljina-Reinić R. Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension. Psihologijske teme [Internet]. 30.04.2014. [pristupljeno 26.09.2018.];23(1):77-98. Dostupno na: https://hrcak.srce.hr/120495
IEEE
S. Kolić-Vehovec, B. Rončević Zubković i R. Pahljina-Reinić, "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension", Psihologijske teme, vol.23, br. 1, str. 77-98, travanj 2014. [Online]. Dostupno na: https://hrcak.srce.hr/120495. [Citirano: 26.09.2018.]

Sažetak
The aim of the present study was to examine developmental changes in metacognitive knowledge of reading strategies and attitudes toward reading during early adolescence (from 10 to 14 years), taking gender into account. A secondary aim was also to test a model of the relationships among gender, attitudes toward reading, metacognitive knowledge of reading strategies, and reading comprehension. The sample for this longitudinal study consisted of 175 students. The first data collection took place when the students were enrolled in grade 4 (10 years old), and the follow-up measurements were conducted in grades 6 and 8. At each measurement point, measures of metacognitive knowledge of reading strategies and attitudes toward reading were applied in addition to text comprehension tasks. The obtained results indicated that metacognitive knowledge of reading strategies continuously improved during early adolescence, while attitudes toward recreational reading showed continuous decline from the fourth to the eighth grade, and attitudes toward academic reading dropped significantly between sixth and eighth grades. Girls consistently demonstrated better metacognitive knowledge, as well as more positive attitudes toward both recreational and academic reading when compared to boys. The model that included only attitudes toward recreational reading fitted the data better than the model comprising both academic and recreational reading attitudes. The findings of the path analysis indicated that gender had an effect on recreational reading attitudes that consistently predicted text comprehension directly and indirectly through metacognitive knowledge during early adolescence. The model fitted the data better as students got older.

Ključne riječi
metacognitive knowledge; reading strategies; attitudes toward reading; text comprehension

Hrčak ID: 120495

URI
https://hrcak.srce.hr/120495

Posjeta: 1.811 *