Metacomprehension Awareness of Primary School Plurilinguals

Ackerman, J., Nocera, C., & Bargh, J. (2010). Incidental haptic sensations influence social judgments and decisions. Science, 328, 1712–1715. https://doi.org/10.1126/science.118999310.1126/science.1189993 Search in Google Scholar

Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). Longman. Search in Google Scholar

Birketveit, A., Rimmereide, H. E., Bader, M., & Fisher, L. (2018). Extensive reading in primary school EFL. Acta Didactica Norge, 12(2), 1–23. https://doi.org/10.5617/adno.564310.5617/adno.5643 Search in Google Scholar

Brown, A. L. (1985). Metacognition: The development of selective attention strategies for learning from texts. In H. Singer, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3^rd ed., pp. 501–526). International Reading Association. Search in Google Scholar

Baumann, J. F., Seifert-Kessel, N., & Jones, L. A. (1992). Effects of think-aloud instruction on elementary students’ comprehension monitoring abilities. Journal of Reading Behavior, 24(2), 143–172. https://doi.org/10.1080/1086296920954777010.1080/10862969209547770 Search in Google Scholar

Cleary, A. M. (2017). Tip-of-the-tongue states. In J. H. Byrne (Ed.), Learning and memory: A comprehensive reference (Second edition) (pp. 433–449). Elsevier Ltd. https://doi.org/10.1016/B978-0-12-809324-5.21059-610.1016/B978-0-12-809324-5.21059-6 Search in Google Scholar

Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Council of Europe - Language Policy Unit. https://biblioteka.womczest.edu.pl/new/wp-content/uploads/2013/09/plurilingual_and_pluricultural_competence.pdf Search in Google Scholar

Cox, B. E. (1994). Young children’s regulatory talk: Evidence of emergent metacognitive control over literary products and processes. In R. Ruddell, M. Ruddell, & H. Singer (Eds.) Theoretical models and processes of reading (4^th ed., pp. 733–756). International Reading Association. Search in Google Scholar

Davey, B., & Porter, S. (1982). Comprehension-rating: A procedure to assist poor comprehenders. Journal of Reading, 26(3), 197–202. http://www.jstor.org/stable/40031705 Search in Google Scholar

De Bruin, A. B. H., Thiede, K., Camp, G., Redford, J. (2011). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294–310. https://doi.org/10.1016/j.jecp.2011.02.00510.1016/j.jecp.2011.02.005 Search in Google Scholar

Destan, N., Roebers, C. M. (2015). What are the metacognitive costs of young children’s overconfidence? Metacognition and Learning, 10, 347–374. https://doi.org/10.1007/s11409-014-9133-z10.1007/s11409-014-9133-z Search in Google Scholar

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_410.1207/s1532799xssr0902_4 Search in Google Scholar

Flavell, J. (1979). Metacognition and cognitive monitoring: A new era of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.90610.1037/0003-066X.34.10.906 Search in Google Scholar

Klecker, B. M. (2006). The gender gap in NAEP fourth-, eighth-, and twelfth-grade reading scores across years. Reading Improvement, 43(1), 50–56. Search in Google Scholar

Kletzien, S. B. (1992). Proficient and less proficient comprehenders’ strategy use for different top-level structures. Journal of Reading Behavior, 24(2), 191–215. https://doi.org/10.1080/1086296920954777210.1080/10862969209547772 Search in Google Scholar

Kolić-Vehovec, S., & Bajšanski, I. (2006). Metacognitive strategies and reading comprehension in elementary school students. European Journal of Psychology of Education, 21, 439–451. http://dx.doi.org/10.1007/BF0317351310.1007/BF03173513 Search in Google Scholar

Kolić-Vehovec, S., & Bajšanski, I. (2007). Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading, 30, 198–211. https://doi.org/10.1111/j.1467-9817.2006.00319.x10.1111/j.1467-9817.2006.00319.x Search in Google Scholar

Lietz, P. (2006). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation, 32, 317–344. https://doi.org/10.1016/j.stueduc.2006.10.00210.1016/j.stueduc.2006.10.002 Search in Google Scholar

Lipp, E. (2017). Building self-efficacy, strategy use, and motivation to support extensive reading in multilingual university students. The CATESOL Journal, 29(2), 21–39. Search in Google Scholar

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent and Adult Literacy, 42, 448–461. http://www.jstor.org/stable/40017081 Search in Google Scholar

Lujić, R., & Hanžić Deda, S. (2018). Plurilingual primary school students and their language use. Sustainable Multilingualism, 12, 114–129. https://doi.org/10.2478/sm-2018-000510.2478/sm-2018-0005 Search in Google Scholar

Lynn, R., & Mikk, J. (2009). Sex differences in reading achievement. Trames Journal of the Humanities and Social Sciences, 13(1), 3–13. http://dx.doi.org/10.3176/tr.2009.1.0110.3176/tr.2009.1.01 Search in Google Scholar

Martin, A. (1994). Case study of a good reader and a poor reader at the primary level: The construction of meaning. DAI-A, 33(5), 1386. Search in Google Scholar

Medo, M. A. (2000). The status of high school students’ learning strategies: What students do when they read to acquire knowledge (Publication No. 9966252). [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations Publishing. Search in Google Scholar

Meniado, J. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117–129. http://dx.doi.org/10.5539/elt.v9n3p11710.5539/elt.v9n3p117 Search in Google Scholar

Miller, P. H. (2010). Piaget’s theory: Past, present, and future. In U. Goswami (Ed.), The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition (pp. 649–672). Wiley-Blackwell.10.1002/9781444325485.ch25 Search in Google Scholar

Mirandola C., Ciriello A., Gigli M., and Cornoldi C. (2018). Metacognitive monitoring of text comprehension: An investigation on postdictive judgments in typically developing children and children with reading comprehension difficulties. Frontiers in Psychology, 9, 2253. https://doi.org/10.3389/fpsyg.2018.0225310.3389/fpsyg.2018.02253 Search in Google Scholar

Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-0663.94.2.24910.1037/0022-0663.94.2.249 Search in Google Scholar

Nietfeld, J., Shores, L., & Hoffman, K. (2014). Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961–973. https://doi.org/10.1037/a003711610.1037/a0037116 Search in Google Scholar

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum Associates. Search in Google Scholar

Paris, S. G., & Flukes, J. (2005). Assessing children’s metacognition: About strategic reading. In S. E. Israel et al. (Eds.), Metacognition in literacy learning (pp. 121–139). Lawrence Erlbaum Associates. Search in Google Scholar

Pazzaglia, F., De Beni, R., & Caccio, L. (1999). The role of working memory and metacognition in reading comprehension difficulties. In T. E. Scruggs, & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities, v. 13 (pp. 115–134). JAI. Search in Google Scholar

Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). Academic Press. https://doi.org/10.1016/B978-012750053-9/50012-710.1016/B978-012750053-9/50012-7 Search in Google Scholar

Jiménez, V., Puente, A., Alvarado, J. M., Arrebillaga, L. (2009). Measuring metacognitive strategies using the reading awareness scale ESCOLA. Electronic Journal of Research in Educational Psychology, 7(2), 779–804. https://doi.org/10.25115/ejrep.v7i18.132610.25115/ejrep.v7i18.1326 Search in Google Scholar

Rowe, D. (1994). Preschoolers as authors: Literacy learning in the social world of the classroom. Hampton Press. Search in Google Scholar

Ruan, J. (2004). Bilingual Chinese/English first graders developing metacognition about writing. Journal of Literacy, 38(2), 106–112. https://doi.org/10.1111/j.0034-0472.2004.03802007.x10.1111/j.0034-0472.2004.03802007.x Search in Google Scholar

Rutter, M., Caspi, A., Fergusson, D. M., Horwood, L. J., Goodman, R., Maughan, B., Moffitt, T. E., Meltzer, H., & Carroll, J. (2004). Sex differences in developmental reading disability: New findings from 4 epidemiological studies. Journal of the American Medical Association, 291, 2007–2012. http://dx.doi.org/10.1001/jama.291.16.200710.1001/jama.291.16.2007 Search in Google Scholar

Schmitt, M. C. (1990). A questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, 43, 454–461. Search in Google Scholar

Schmitt, M. C. (2003). Metacognitive strategy knowledge: Comparison of former Reading Recovery children and their current classmates. Literacy Teaching and Learning, 7 (1-2), 57–76. Search in Google Scholar

Schraw, G., & Sperling Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.103310.1006/ceps.1994.1033 Search in Google Scholar

Stille, S. and Cummins, J. (2013). Foundation for learning: Engaging plurilingual students’ linguistic repertoires in the elementary classroom. TESOL Q, 47(3), 630–638. https://doi.org/10.1002/tesq.11610.1002/tesq.116 Search in Google Scholar

Sun, B., Loh, C. E., & Curdt-Christiansen, X. L. (2020). Leisure reading in multilingual Singapore: Reading enjoyment, habits and preferences of Singaporean children. Journal of Multilingual Theories and Practices, 1(2), 313–339. https://doi.org/10.1558/jmtp.1761010.1558/jmtp.17610 Search in Google Scholar

Šamo, R., & Mikulec, A. (2018). EFL reading metacomprehension from the developmental perspective: A longitudinal case study. Journal of Language and Education, 4(1), 105–116. https://doi.org/0.17323/2411-7390-2018-4-1-105-11610.17323/2411-7390-2018-4-1-105-116 Search in Google Scholar

Temelman-Yogev, L., Katzir, T., & Prior, A. (2020). Monitoring comprehension in a foreign language: Trait or skill? Metacognition Learning 15, 343–365 (2020). https://doi.org/10.1007/s11409-020-09245-510.1007/s11409-020-09245-5 Search in Google Scholar

White, B. (2007). Are girls better readers than boys? Which boys? Which girls? Canadian Journal of Education, 30(2), 554–581. https://doi.org/10.2307/2046665010.2307/20466650 Search in Google Scholar

Yüksel, I., & Yüksel I. (2011). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31, 894–898. https://doi.org/10.1016/j.sbspro.2011.12.16410.1016/j.sbspro.2011.12.164 Search in Google Scholar

Zápotočná, O., Urban, K., and Urban, M. (2020). Comprehension and metacomprehension in preschoolers from low- and middle-socioeconomic status families. Československá psychologie, 64(6), 625–638. https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/4 Search in Google Scholar