Assessing knowledge about reading strategies
Assessing knowledge about reading strategies
复制标题
DOI：
10.1026/0049-8637.41.2.96
复制
发表时间：
2009-01-01
影响因子：
0.9
通讯作者：
Schneider, Wolfgang
中科院分区：
文献类型：
--
作者：
Artelt, Cordula;Beinicke, Andrea;Schneider, Wolfgang
本文介绍了一种评估陈述性元认知知识的工具的开发和评价。特别是，这个工具涉及学生的知识的效用和充分的阅读和文本理解策略。两个不同的研究进行了评估的标准，用于判断元认知知识的适当性，并评估元认知知识之间的关系，通过这种工具和阅读理解评估。研究我集中在内容效度方面的文书，国际阅读专家之间的评分员协议。随后，新的元认知工具被用于研究二，以评估知识之间的关系，对策略的文本理解和阅读识字，以及男孩和女孩之间的差异，以及学生从高，低学术轨道的样本中的174名中学生从9年级。至于研究一，研究结果表明，足够的有效性的元认知工具，也就是说，足够的评分员之间的协议，为大多数策略。此外，研究二揭示了显着和适度的高关联元认知知识和文本理解和更高程度的元认知知识的学生从高等教育的轨道的亚组。
This paper describes the development and evaluation of an instrument assessing declarative metacognitive knowledge. In particular, this instrument deals with students' knowledge about the utility and adequacy of reading and text comprehension strategies. Two different studies were carried out to evaluate the criteria used for judging the appropriateness of metacognitive knowledge, and to assess the relationship between metacognitive knowledge as assessed by this instrument and reading comprehension. Study I focused on content validity aspects of the instrument, as indicated by interrater agreement among international reading experts. Subsequently, the new metacognition instrument was used in Study II to assess the relationship between knowledge about strategies for text comprehension and reading literacy as well as differences between boys and girls as well as students from higher and lower academic track in a sample of 174 secondary school students from grade 9. As to Study I, the findings indicated sufficient validity of the metacognition instrument, that is, sufficient interrater agreement for most strategies. Moreover, Study II revealed significant and moderately high associations between metacognitive knowledge and text comprehension and higher degrees of metacognitive knowledge for the subgroups of students from the higher educational track.