THE AWARENESS OF METACOGNITIVE READING STRATEGIES AND COMPREHENSION PERFORMANCE IN PRIMARY SCHOOL CHILDREN. A CORRELATIONAL STUDY
Abstract
The comprehension of written texts has a major relevance, both at an academic level and in daily life, as considerable efforts are made in order to identify the variables that contribute to the increase of this competence among students. This research paper aims to examine the extent to which the comprehension of reading is related to the use of certain metacognitive strategies among students of the primary school. The lot of the subjects is formed by 85 students who are in the 4th grade who have completed a self-reported measure known as the Metacomprehension Strategy Index (Schmitt, 1990) and participated in the national evaluation testing of reading comprehension. The results indicated a generally low metacomprehension, previewing being the only metacognitive strategy used more often by the subjects. There was noticed the existence of several considerable positive connections between the comprehension performance and the use of metacognitive strategies, particularly in the case of drawing from background knowledge. Educational implications are discussed.
