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| Autor/in | Österholm, Magnus |
|---|---|
| Titel | What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts? |
| Quelle | In: Reading Psychology, 36 (2015) 8, S.673-699 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| DOI | 10.1080/02702711.2014.949018 |
| Schlagwörter | Student Evaluation; Self Evaluation (Individuals); Reading Comprehension; Mathematics; Metacognition; Secondary School Students; Foreign Countries; Statistical Analysis; Correlation; Predictor Variables; Prior Learning; Accuracy; Sweden |
| Abstract | The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students' self-assessments were to a lesser degree based on their comprehension of the specific text read but based more on prior experiences. However, the study also produced different results for different types of texts and for different components (or levels) of reading comprehension. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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