Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4

This study examined the reading achievement, metacognitive knowledge relate d to reading and memory, reading self-concept,and interest in reading of 14 0 German school students in Grades 3 and 4. The results indicated significa nt correlations between the metacognitive variables, motivational variables , and amongst metacognitive hind motivational variables, as well as with re ading achievement variables. The examination of good and poor readers showe d significant differences in metacognitive knowledge of reading mid memory, reading self-concept, interest in reading, and in teacher judgements of re ading achievement between the groups. Differences between Grade 3 and 4 stu dents were found in their word decoding skills, metacognitive knowledge abo ut reading and memory, and teacher judgements of reading achievement. Resul ts of the regression analysis indicated that rending achievement was predic ted by grade level, word decoding, and teacher evaluations of reading achie vement. The causal modelling indicated that motivation and metacognition af fect reading comprehension in different ways. The findings are discussed in terms of future research and their educational implications.