Mf. Ehrlich et al., COGNITIVE AND MOTIVATIONAL DETERMINANTS OF READING-COMPREHENSION IN GOOD AND POOR READERS, Journal of reading behavior, 25(4), 1993, pp. 365-381
Citations number
57
Categorie Soggetti
Psychology, Educational","Education & Educational Research
Cognitive, metacognitive, and motivational factors were examined as pr
edictors of individual differences in the reading comprehension abilit
ies of good and poor readers. Two hundred twenty seventh graders were
measured on reading comprehension, and the top 30% and bottom 30% were
identified as good and poor readers, respectively. Subjects were then
measured on word recognition, metacognitive knowledge about text proc
essing, perceived competence, and attributional beliefs about the reas
ons underlying academic outcomes. The results indicated that good read
ers in comparison to poor readers scored higher on the word recognitio
n measure, possessed richer metacognitive knowledge, and had more posi
tive beliefs about their academic abilities. Regression analyses indic
ated that word recognition and metacognition predicted reading compreh
ension in the whole sample; however, regression analyses within subgro
ups indicated that word recognition was the most important predictor v
ariable for poor readers, whereas perceived competence predicted the r
eading comprehension abilities of good readers.