Measuring Metacognitive Strategies Using the Reading Awareness Scale ESCOLA

Autor/inn/en	Jimenez, Virginia; Puente, Anibal; Alvarado, Jesus M.; Arrebillaga, Lorena
Titel	Measuring Metacognitive Strategies Using the Reading Awareness Scale ESCOLA
Quelle	In: Electronic Journal of Research in Educational Psychology, 7 (2009) 2, S.779-804 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Foreign Countries; Metacognition; Self Control; Learning Strategies; Student Motivation; Reading Processes; Reading Comprehension; Intervention; Measures (Individuals); Test Validity; Argentina; Spain + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Leseprozess; Leseverstehen; Messdaten; Testvalidität; Argentinien; Spanien
Abstract	Introduction: Current cognitive approaches highlight the importance of metacognition. "Learning how to learn" facilities awareness of one's own learning process, how they work, how to optimize their functioning, control of reading process, and so on. Acquisition of these skills is one of the new educational requirements for students, as is recorded in many educational reform plans in Europe, North America and Latin America. Method: The test includes 56 items that represent "reading situations"; each situation offers three alternatives from which the reader must make a choice. The option selected reveals how readers "perceive themselves" and "how they believe they would act" if faced with these dilemmas. Each option expresses a different degree of reading awareness. The test has been validated with Spanish and Argentine samples, making up a total sample of 684 students from ages 8 to 13 (375 Spaniards and 309 Argentines.) Results: Results indicate that the ESCOLA instrument can quickly and accurately gather information about a student's level of reading awareness. Younger students have a lower level of reading awareness than the older students. Conclusions: In addition to identifying students with low reading awareness, results obtained from ESCOLA make it possible to design specific intervention programs for metacognitive strategies in the area of reading. Currently there is no existing product with these features. Modern psychologists and educators consider that metacognitive training is a crucial aspect of developing reflection, autonomous learning and construction of knowledge on the part of teachers and students. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10