Abstract
This study examined the reading achievement, metacognitive knowledge related to reading and memory, reading self-concept, and interest in reading of 140 German school students in Grades 3 and 4. The results indicated significant correlations between the metacognitive variables, motivational variables, and amongst metacognitive and motivational variables, as well as with reading achievement variables. The examination of good and poor readers showed significant differences in metacognitive knowledge of reading and memory, reading self-concept, interest in reading, and in teacher judgements of reading achievement between the groups. Differences between Grade 3 and 4 students were found in their word decoding skills, metacognitive knowledge about reading and memory, and teacher judgements of reading achievement. Results of the regression analysis indicated that reading achievement was predicted by grade level, word decoding, and teacher evaluations of reading achievement. The causal modelling indicated that motivation and metacognition affect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications.
Résumé
Cette étude vise à metre en relation des variables motivationelles et des capacités dites métacognitives d’autoévaluation dans les domaines de la lectureet de la mémoire avec la réussite dans l’acquisition de la compétence lexique. L’étude concerne 140 élèves allemands en 3ème et 4ème année d’école primaire. Les résultats indiquent de fortes corrélations entre les variables métacognitives et motivationelles (entre autres), aussi bien qu’avec des variables de compétence en lecture. La comparaison de “bons” lecteurs et des lecteurs dits “faibles” montre des différences significatives au niveau des connaissances métacognitives de lecture et de la mémoire, de l’image de soi, de la motivation et des jugements des professeurs de ces groupes. Quant aux deux niveaux (3ème et 4ème année), les auteurs trouve des différences en compétence lexique, en connaissance métacognitive de la lecture et de la mémoire, et en ce qui concerne les jugements des enseignnants sur la compétence. Les résultats de l’analyse de régression indiquent que les conclusions concordent avec hypothèses basées sur le niveau, la compétence lexicale et les évaluations des enseignants. Le modèle causal montre que la motivation et la connaissance métacognitive prédisent la compréhension à plusieurs niveaux. L’étude discute aussi les résultats en termes de recherche future et d’implications pédagogiques.
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van Kraayenoord, C.E., Schneider, W.E. Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. Eur J Psychol Educ 14, 305–324 (1999). https://doi.org/10.1007/BF03173117
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DOI: https://doi.org/10.1007/BF03173117