Metacognition as a Reading Strategy in Incoming University Students
DOI:
https://doi.org/10.37467/revhuman.v21.5052Palabras clave:
Metacognition, Reading strategy, Reading comprehension, University students, Incoming studentsResumen
Reading and reading comprehension is of great importance for students to be able to grasp the main idea of what they are reading, for which reading strategies are needed. The objective of the research is to analyze and describe the perspectives of the reading strategies they use and how to help entering university students to face their professional studies. The methodology used is descriptive and correlational among its elements, it is of cross-sectional and quantitative approach whose sample are university students entering a professional career, 1181 students were surveyed through an online survey.
Citas
Al Khaiyali, A.T.S. (2014) Esl elementary teachers' use of children's picture books to initiate explicit instruction of reading comprehension strategies. English Language Teaching, 7(2), pp. 90-102. DOI: 10.5539/elt.v7n2p90
Alhumsi, M.H., Alshaye, R.A., Sendi, K.K. (2021) The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students Perceptions at Saudi Electronic University. Journal of Education and e-Learning Research, 8(4), pp. 431-439. DOI: 10.20448/journal.509.2021.84.431.439
Asıkcan, M., Pilten, G., Kuralbayeva, A. (2018) Investigation of reflecting reading comprehension strategies on teaching environment among pre-service classroom teachers. International Electronic Journal of Elementary Education, 10(4), pp. 397-405. DOI: 10.26822/iejee.2018438129
Başar, M., Gürbüz, M. (2017) Effect of the SQ4R technique on the reading comprehension of elementary school 4th grade elementary school students. International Journal of Instruction, 10(2), pp. 131-144. DOI: 10.12973/iji.2017.1029a
Bogaert, R., Merchie, E., Rosseel, Y., Van Keer, H. (2023) Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students. Frontiers in Psychology, 13, art. no. 1016761. DOI: 10.3389/fpsyg.2022.1016761
Bogaert, R., Merchie, E., Van Ammel, K., Van Keer, H. (2023) The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation. Learning Disability Quarterly, DOI: 10.1177/07319487221145691
Braojos, C.G., Fernández, S.R., Salmerón-Vílchez, P. (2014) How can reading comprehension strategies and recall be improved in elementary school students. Estudios Sobre Educacion, 26, pp. 9-31. DOI: 10.15581/004.26.9-31
Brevik, L.M. (2019) Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), pp. 2281-2310. DOI: 10.1007/s11145-019-09951-w
Bulut, B., Ertem, İ.S. (2021) Comparison of the reading comprehension processes of good and poor readers by think-aloud method. Hacettepe Egitim Dergisi, 36 (1), pp. 53-72. DOI: 10.16986/HUJE.2020058186
Chang, C.-C., Tsai, L.-T., Chang, C.-H., Chang, K.-C., Su, C.-F. (2021) Effects of science reader belief and reading comprehension on high school students’ science learning via mobile devices. Sustainability (Switzerland), 13(8), art. no. 4319. DOI: 10.3390/su13084319
Cogmen, S., Saracaloglu, A.S. (2009) Students' usage of reading strategies in the faculty of education. Procedia - Social and Behavioral Sciences, 1(1), pp. 248-251. DOI: 10.1016/j.sbspro.2009.01.045
Dascalu, M., Dessus, P., Bianco, M., Trausan-Matu, S. (2014) Are automatically identified reading strategies reliable predictors of comprehension? Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 8474 LNCS, pp. 456-465. DOI: 10.1007/978-3-319-07221-0_57
Deri, M., Shamsudin, S. (2018) Examining polytechnic students' metacognitive reading strategies using think-aloud protocols analysis. International Journal of Engineering and Technology (UAE), 7 (3.25 Special Issue 25), pp. 411-419.
Elston, A., Tiba, C., Condy, J. (2022) The role of explicit teaching of reading comprehension strategies to an English as a second language learner. South African Journal of Childhood Education, 12(1), art. no. a1097. DOI: 10.4102/sajce.v12i1.1097
García, J.G., Benitez, C.Y.G. (2017) Academic variables, reading comprehension, strategies and motivation in university students. Revista Electrónica de Investigación Educativa, 19(2), pp. 78-90. DOI: 10.24320/redie.2017.19.2.1125
Halim, N., Arif, M.M., Supramaniam, K. (2020) Enhancing reading comprehension through metacognitive reading strategies and peer tutoring among year 7 students at a home school centre. Asian Journal of University Education, 16(1), pp. 22-31. DOI: 10.24191/ajue.v16i1.8981
Huaman-Romani, Y.-L., Vasquez-Alburqueque, I.-L., Carrasco-Choque, F., Carrillo-De la Cruz, L.-K., Orosco Gavilan, J.C. (2023). Factors of educational inclusion to improve learning: Teachers' perspectives. International Journal of Innovative Research and Scientific Studies, 6(2), pp. 258-265. DOI: 10.53894/ijirss.v6i2.1286
Hungwe, V. (2019) Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students. Reading and Writing (South Africa), 10(1), art. no. a216. DOI: 10.4102/rw.v10i1.216
Karizak, A.F., Khojasteh, L. (2016) The effect of three kinds of reading strategies on EFL learners’ reading comprehension and gender difference using think-aloud protocol. International Journal of Applied Linguistics and English Literature, 5(5), pp. 6-14. DOI: 10.7575/aiac.ijalel.v.5n.5p.6
Kirmizi, F.S. (2009) The relationship between writing achievement and the use of reading comprehension strategies in the 4th and 5th grades of primary schools. Procedia - Social and Behavioral Sciences, 1(1), pp. 230-234. DOI: 10.1016/j.sbspro.2009.01.042
Kissau, S., Hiller, F. (2013) Reading comprehension strategies: An international comparison of teacher preferences. Research in Comparative and International Education, 8(4), pp. 437-454. DOI: 10.2304/rcie.2013.8.4.437
Ko, T., Hughes, M.T. (2015) Reading comprehension instruction for adolescents with learning disabilities: A reality check. Education Sciences, 5(4), pp. 413-439. DOI: 10.3390/educsci5040413
Li, H., Gan, Z., Leung, S.O., An, Z. (2022) The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students. SAGE Open, 12(1). DOI: 10.1177/21582440221086659
Lloyd, Z.T., Kim, D., Cox, J.T., Doepker, G.M., Downey, S.E. (2022) Using the annotating strategy to improve students' academic achievement in social studies. Journal of Research in Innovative Teaching and Learning, 15(2), pp. 218-231. DOI: 10.1108/JRIT-09-2021-0065
Magnusson, C.G., Roe, A., Blikstad-Balas, M. (2019) To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), pp. 187-212. DOI: 10.1002/rrq.231.
Maine, F., Shields, R. (2015) Developing reading comprehension with moving image narratives. Cambridge Journal of Education, 45(4), pp. 519-535. DOI: 10.1080/0305764X.2014.998625
Miranda Casas, A., Fernández Andrés, M.I., García Castellar, R., Tárraga Mínguez, R. (2011) Predictive factors of reading comprehension strategies in adolescents with attention deficit-hyperactivity disorder, learning disabilities in reading comprehension, and adolescents with both disorders. Revista de Logopedia, Foniatria y Audiología, 31(4), pp. 193-202. DOI: 10.1016/S0214-4603(11)70188-7
Moir, T., Boyle, J., Woolfson, L.M. (2020) Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach. British Educational Research Journal, 46(2), pp. 399-420. DOI: 10.1002/berj.3584
Naidu, B., Briewin, M., Amin Embi, M. (2013) Reading strategy: Tackling reading through topic and main ideas. English Language Teaching, 6(11), pp. 60-64. DOI: 10.5539/elt.v6n11p60.
Nippold, M.A. (2017) Reading comprehension deficits in adolescents: Addressing underlying language abilities. Language, Speech, and Hearing Services in Schools, 48(2), pp. 125-131. DOI: 10.1044/2016_LSHSS-16-0048
Olifant, T., Cekiso, M.P., Boakye, N. (2022) Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa. South African Journal of Education, 42(4), art. no. 2094. DOI: 10.15700/SAJE.V42N4A2094
Razkane, H., Sayeh, A.Y., Diouny, S., Yeou, M. (2023) Eleventh-grade Students' Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3). International Journal of Instruction, 16(1), pp. 573-588. DOI: 10.29333/iji.2023.16132a
Reynaga-Chávez, R., Huamán-Romaní, Y.-L., Burga-Falla, J.-M., Vásquez-Alburqueque, I.-L., Zuta, M.E.C., la Cruz, L.-K.C.-D. (2023) The Perspective’s Analysis of Formative Assessment with University Students. TEM Journal, 12(2), pp. 876-882DOI: 10.18421/TEM122-33
Rianto, A. (2022) Exploring correlation between metacognitive online Reading strategy use and online Reading comprehension of EFL students. Turkish Online Journal of Distance Education, 23, pp. 223-235. DOI: 10.17718/tojde.1096448
Schmidt, P., Condy, J., Tiba, C. (2021) Teaching higher-order comprehension strategies to a grade 2 learner who struggled to read for meaning: A case study. Perspectives in Education, 39(2), pp. 267-282. Cited 4 times. DOI: 10.18820/2519593X/pie.v39.i2.19
Sieo, W.M., Amini, M., Lee, K.F., Lin, S.E., Tee, J.N., Siau, C.S. (2022) Reading Strategies in Teaching and Learning English as a Foreign Language: A Mixed-Method Study. Pertanika Journal of Social Sciences and Humanities, 30(2), pp. 475-499. DOI: 10.47836/pjssh.30.2.04
Silvera-Alarcón, E.-N., Cuellar-Quispe, S., Sarmiento-Campos, N.-V., Ccanto, F.F., Huamán-Romaní, Y.-L. (2023) Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving. TEM Journal, 12(1), pp. 156-166. DOI: 10.18421/TEM121-21
Soleimani, H., Nabizadeh, F. (2012) The effect of learner constructed, fill in the map concept map technique, and summarizing strategy on Iranian pre-university students' reading comprehension. English Language Teaching, 5(9), pp. 78-87. DOI: 10.5539/elt.v5n9p78
Sönmez, Y., Sulak, S.E. (2018) The effect of the thinking-aloud strategy on the reading comprehension skills of 4th grade primary school students. Universal Journal of Educational Research, 6(1), pp. 168-172. DOI: 10.13189/ujer.2018.060116
Soriano-Ferrer, M., Sánchez-López, P., Soriano-Ayala, E., Nievas-Cazorla, F. (2013) Instruction of reading comprehension strategies through reciprocal teaching: Effects of grouping formats. Anales de Psicología, 29(3), pp. 848-854. DOI: 10.6018/analesps.29.3.158401
Tiba, C. (2023) Motivation to explicitly teach reading comprehension strategies after a workshop. Reading and Writing (South Africa), 14(1), art. no. a405. DOI: 10.4102/rw.v14i1.405
Ulu, H., Ulusoy, M. (2019) The development of metacognitive awareness of reading strategies through WebQuest based teaching. Pegem Egitim ve Ogretim Dergisi, 9(3), pp. 765-818. DOI: 10.14527/pegegog.2019.025
Valdebenito, V., Duran, D. (2015) Interaction forms involved in promoting reading comprehension strategies through a peer tutoring programme. Revista Latinoamericana de Psicología, 47(2), pp. 75-85. DOI: 10.1016/j.rlp.2014.07.001
Van Ammel, K., Aeseart, K., De Smedt, F., De Meester, F., Van Keer, H. (2021) AN ANALYTIC DESCRIPTION OF PROJECTEXPERT An instructional reading program for ninth grade vocational students. L1 Educational Studies in Language and Literature, 21, pp. 1-35. DOI: 10.17239/L1ESLL-2021.21.01.10
Varga, A. (2017) Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks. Literacy, 51(1), pp. 19-25. DOI: 10.1111/lit.12095
Wilson-Lopez, A., Gregory, S., Larsen, V. (2016) Reading and engineering: Elementary students’ co-application of comprehension strategies and engineering design processes. Journal of Pre-College Engineering Education Research, 6(2), art. no. 3, pp. 40-58. DOI: 10.7771/2157-9288.1116
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Aquellos autores/as que publiquen con esta revista, aceptan los términos siguientes:
- Los autores/as conservarán los derechos morales sobre la obra y cederán a la revista los derechos comerciales.
- Transcurrido 1 año desde su publicación, la versión del editor pasará a estar en acceso abierto en la web de la editorial, pero la revista mantendrá el copyright de la obra.
- En el caso de que los autores deseen asignar una licencia abierta Creative Commons (CC), podrán solicitarla escribiendo a publishing@eagora.org.
