Developmental Relationship between Declarative Metacognitive Knowledge and Reading Comprehension during Secondary School

Autor/inn/en	Edossa, Ashenafi Kassahun; Neuenhaus, Nora; Artelt, Cordula; Lingel, Klaus; Schneider, Wolfgang
Titel	Developmental Relationship between Declarative Metacognitive Knowledge and Reading Comprehension during Secondary School
Quelle	In: European Journal of Psychology of Education, 34 (2019) 2, S.397-416 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edossa, Ashenafi Kassahun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0393-x
Schlagwörter	Metacognition; Reading Comprehension; Secondary School Students; High Achievement; Low Achievement; Verbal Ability; Cognitive Ability; Foreign Countries; Learning Processes; Achievement Gap; Developmental Stages; Prediction; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Sekundarschüler; Unterdurchschnittliche Leistung; Mündliche Leistung; Denkfähigkeit; Ausland; Learning process; Lernprozess; Vorhersage; Deutschland
Abstract	Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their interrelationship from grade 5 to grade 8. A multivariate latent growth curve analysis was conducted using longitudinal data collected from secondary school students in Germany at four time points (grades 5, 6, 7, and 8). The participants showed developmental gains in both reading comprehension and declarative metacognitive knowledge during this time period. While a widening of gap was observed for reading comprehension between high- and low-achieving students from grades 5 to 8, there was no evidence of an increase or a decrease in the gap in declarative metacognitive knowledge during the study period. The initial level of reading comprehension and the later developmental gain were significantly predicted by early verbal cognitive ability. Verbal cognitive ability had a significant effect on initial declarative metacognitive knowledge but not on later developmental gains. Developmental changes in reading comprehension and declarative metacognition were significant and appeared to be parallel in slope. While early declarative metacognitive knowledge was significantly related to later developmental gains in reading comprehension, early reading comprehension was not significantly related to later developmental gains in declarative metacognition. This study's findings are discussed with respect to the impact of strategies (declarative metacognitive knowledge) on reading comprehension and on the developmental interplay between both constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01