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Scientific paper - Original scientific paper
Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension
Psihologijske teme, 23 (2014), 1; 77-98. urn:nbn:hr:186:337259
Kolić-Vehovec, Svjetlana; Rončević Zubković, Barbara; Pahljina-Reinić, Rosanda

Institutional repository: Repository of the University of Rijeka, Faculty of Humanities and Social Sciences

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Kolić Vehovec, S., Rončević Zubković, B. & Pahljina Reinić, R. (2014). Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension. Psihologijske teme, 23. (1), 77-98. Retrieved from https://urn.nsk.hr/urn:nbn:hr:186:337259

Kolić Vehovec, Svjetlana, et al. "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension." Psihologijske teme, vol. 23, no. 1, 2014, pp. 77-98. https://urn.nsk.hr/urn:nbn:hr:186:337259

Kolić Vehovec, Svjetlana, Barbara Rončević Zubković and Rosanda Pahljina Reinić. "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension." Psihologijske teme 23, no. 1 (2014): 77-98. https://urn.nsk.hr/urn:nbn:hr:186:337259

Kolić Vehovec, S., Rončević Zubković, B. and Pahljina Reinić, R. (2014) 'Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension', Psihologijske teme, 23(1), pp. 77-98. Available at: https://urn.nsk.hr/urn:nbn:hr:186:337259 (Accessed 06 November 2024)

Kolić Vehovec S, Rončević Zubković B, Pahljina Reinić R. Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension. Psihologijske teme [Internet]. 2014 April 30 [cited 2024 November 06];23(1):77-98. Available at: https://urn.nsk.hr/urn:nbn:hr:186:337259

S. Kolić Vehovec, B. Rončević Zubković and R. Pahljina Reinić, "Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension", Psihologijske teme, vol. 23, no. 1, pp. 77-98, April 2014. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:186:337259. [Accessed: 06 November 2024]

Metadata
Title (english)Development of Metacognitive Knowledge of Reading Strategies and Attitudes Toward Reading in Early Adolescence: The Effect on Reading Comprehension
AuthorSvjetlana Kolić-Vehovec
AuthorBarbara Rončević Zubković
AuthorRosanda Pahljina-Reinić
Author's institutionUniversity of Rijeka
Faculty of Humanities and Social Sciences
(Department of Psychology)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Abstract (english)
The aim of the present study was to examine developmental changes in metacognitive knowledge of reading strategies and attitudes toward reading during early adolescence (from 10 to 14 years), taking gender into account. A secondary aim was also to test a model of the relationships among gender, attitudes toward reading, metacognitive knowledge of reading strategies, and reading comprehension. The sample for this longitudinal study consisted of 175 students. The first data collection took place when the students were enrolled in grade 4 (10 years old), and the follow-up measurements were conducted in grades 6 and 8. At each measurement point, measures of metacognitive knowledge of reading strategies and attitudes toward reading were applied in addition to text comprehension tasks. The obtained results indicated that metacognitive knowledge of reading strategies continuously improved during early adolescence, while attitudes toward recreational reading showed continuous decline from the fourth to the eighth grade, and attitudes toward academic reading dropped significantly between sixth and eighth grades. Girls consistently demonstrated better metacognitive knowledge, as well as more positive attitudes toward both recreational and academic reading when compared to boys. The model that included only attitudes toward recreational reading fitted the data better than the model comprising both academic and recreational reading attitudes. The findings of the path analysis indicated that gender had an effect on recreational reading attitudes that consistently predicted text comprehension directly and indirectly through metacognitive knowledge during early adolescence. The model fitted the data better as students got older.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review
Publication versionPublished version
Journal titlePsihologijske teme
Numberingvol. 23, no. 1, pp. 77-98
p-ISSN1332-0742
URN:NBNurn:nbn:hr:186:337259
Publication2014-04-30
Document URLhttp://hrcak.srce.hr/120495
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution 4.0 International (CC BY 4.0) icon
Created on2017-03-16 12:25:19