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An Empirical Contribution to the Metacognition of Reading Comprehension

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An Empirical Contribution to the Metacognition of Reading Comprehension DOCUMENT RESUME ED 381 773 CS 012 132 AUTHOR Persson, Ulla-Britt TITLE Reading for Understanding: An Empirical Contribution to the Metacognition of Reading Comprehension. Linkoping Studies in Education and Psychology Dissertations, No. 41. INSTITUTION Linkoping Univ. (Sweden). Dept. of Education and Psychology. REPORT NC ISBN-91-7871-440-0; ISSN-1102-7517 PUB DATE 94 NOTE 2480. PUB TYPE Reports Research/Technical (143) Books (010) EDRS PRICE MF01/PCIO Plus Postage. DESCRIPTORS Comparative Analysis; Foreign Countries; Grade 5; Grade 8; Intermediate Grades; Junior High Schools; *Metacognition; *Reading Ability; *Reading Attitudes; *Reading Comprehension; Reading Research; Student Attitudes IDENTIFIERS Sweden; Text Processing (Reading) ABSTRACT A book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were either good or poor comprehenders as defined by a combination of a reading test and teacher ratings. Data collection consisted of semi-structured interviews and the recall of three texts with different structures. Results indicted that:(1) good readers organized their knowledge and used it appropriately;(2) gocd readers' cognitive and metacognitive abilities were well integrated. whereas the pattern of functions in poor readers seemed distorted; (3) poor readers were less confident than good readers--they regarded themselves as poor learners and their verbal responses were less elaborate;(4) poor readers' decoding was often not automatic, leaving less capacity for comprehension; (5) the gap between good and poor readers widened from grade 5 to grade 8, as more independent reading was expected of students; and (6)the younger students believed they would improve, the older students lost interest in studies. Findings suggest that poor and good readers differ in the way they process text information and monitor their cognitive functions. (Contains over 200 references in addition to 19 tables and 5 figures of data. Appendixes present the interview questionnaire, examples of categorizations, the texts, and sample student responses.) (RS) k(Tr.dhctions shpplied by [IRS are the bes1that can he made from the original document. ADTN FORVNDERST :enloricalcontribution to.-th.e.*tacb.--oition - .ofreodiTis:.otriptoiensipn. I . e k I II it Linkt5Ping.$hidieS in Edhcation andPsyoholOgy 41, and Psychology Linkoping Univrsity,Deparyndnt of Education Linkoping Studies in Education and Psycholcgy Dissertations No. 41 I \ea111ng for understan g An empirical contribution to the metacognition of reading comprehension Ulla-Britt Persson Akademisk avhandling stint med vederbiirligt tillstand ay filosofiska lakulteten yid Linkdpings universitet for avliiggande ay filosofie doktorsexamcn kommer att offentligt fOrsvaras pa institutioncn for pedagogik och psvkologi, Eklundska salen. fredagen den 2 december 1994. kI 10.00. Fifty-three Swedish students in grade 5 and 8 were the subjects of this study. They were either good or pool comprehenders, as defined by a combination of a reading test and teacher ratings. Data collection was made primarily by means of a semi-structured inter- view: students were also asked to read and recall three texts with different structures. Questions covered text comprehension. reading and general learning strategies. self-con- cept. awareness of text and cognitive functions. conceptions of learning and reading. Poor and good readers seem to differ in the way they process text information and monitor their cognitive functions. What characterises good readers is their ability to organise their knowledge and use it appropriately. Their cognitive and metacognitive abilities are well integrated, whereas the pattern of functions in poor readers seems distorteda good cog- nitive ability is not hacked up by ar equally good metacognitive or monitoring ability, and vice versa. Poor readers are less confident than good readers: they regard themselves as poor learners and their verbal responses are leis elaborate.Often their decoding is not au- tomatic:. leaving less capacity for comprehension. The gap between good and poor readers widens from grade 5 to grade 8, as more independent reading is expected. The younger students believe they will improve, the older students have lost interest in studies. Instead they have learned to keep their two lives separate: one in school. one outside. Indexed: Reading comprehension. metacognition, cognitive monitoring. Department of hduuat on and Psycho log Linkoping t niversity. 8-581 83 Linkoping. Sweden 1.inkiiping 1994 ISRN LW-ET-S.11.-4 ISBN 91-7871.440-0ISSN 1102-7517 3 READING FORUNDERSTANDING An empirical contribution to themetacognition of reading comprehension Ulla-Britt Persson Linkoping Studies in Education and PsychologyNo. 41 Linkoping University, Department ofEducation and Psychology Linkoping 1994 4 Department of Education andPsychology Linkoping University S-581 83 Linkoping, Sweden ISRN LiU-IPP-STU--41--SE ISBN 91-7871-440-0 ISSN 1102-7517 Printed in S\eden by 1..1 Foto & Montage/SouthallKlintland, Linkoping 1994 I CONTENTS Acknowledgements Chapter 1 INTRODUCTION AND AIMS OF THE STUDY 1 Aims of the study 3 Chapter 2 RESEARCH ON READING COMPREHENSION AND METACOGNITION 5 Readings skills and reading ability A background 5 Reading comprehension and metacognitionprevious research 11 Chapter 3 METHODOLOGICAL CONCIDERATIONS 41 Chapter 4 DESIGN AND METHODS 49 Design 49 Method 50 Instruments Methods of analysis 55 Chapter 5 STUDENTS' DESCRIPTIONS OF THEIR OWN LEARNING 59 Chapter 6 STUDENT'S CONCEPTIONS OF THE WHY AND HOW OF READING 73 Chapter 7 STUDENT'S CONCEPTIONS OF DIFFERENCES BETWEEN TEXTS 97 Chapter 8 STUDENT'S CONCEPTIONS OF CONTENT ISSUES 121 II Chapter 9 STUDENT'S SELF-DESCRIPTIONS AND THEIR IMAGE OF SCHOOL, LEISURE AND FUTURE 159 Chapter 10 STUDENTS' COGNITIVE ABILITIES RELATED TO READING 173 Chapter 11 PORTRAITS OF GOOD AND POOR READERS 181 Chapter 12 DISCUSSION 199 General summary of the results 199 REFERENCES 213 APPENDIX Acknowledgements This study started seven years ago as part of aproject funded by the National Board of Education. At that time the conceptmetacognition was rather new in Sweden, and the research team wasinvolved in numerous and lively discussions about its definition. Itseemed like a challenge to investigate it from a student perspective, and I soonfound out that I had boarded on a very exciting trip into a rich world ofthought, not only that of learned scholars, but of school children. Withoutthem and their will- ingness to share their thoughts with me nothing wouldhave come of this research. 1 thank them dearly, and their teachers,although most of them would have forgotten me by now. My search for literature in the field of metacognitionbrought me to the Center for the Study of Reading atUniversity of Illinois, Urbana- Champaign, where Professor David Pearson was myhost. He introduced me to several of his colleaguesin the same field, among them were Drs Ann Brown and Joe Campione, whosework became my point of depar- ture. In 1987 I also took part in a course forreading researchers from the Nordic countries, under the leadership ofProfessor Ingvar Lundberg, Umea University. The course was held in Joensuu,Finland. This brought me in contact with anetwork of people whom it has always been very stimulating to meet, professionally as well associally. I thank them all: Ingvar, Karin, Ingrid, Ake, Bente, Alfred,Jurgen, Minne, Pekka, Elisa, Ulla, and several others. Closer to home there are, of course, many personsI am grateful to. Many of my colleagues at the Departmentof Education and Psychology have contributed in various ways to thisdissertation. For valuable com- ments and fruitful discussions Iwould like to thank Elisabeth Ahlstrand, Anita Franke, Asa Gillstrom, Bjorn Lyxell,Anders Magnusson, Lars Nxslund and Jerker Ronnberg. Others havefollowed my work with great interest and emotional support, it would be toomuch to mention them all. However, I would like to extend specialthanks to Sven G. Hartman, for constantly, and in a friendly way, reminding meof what is necessary. Perhaps the most important turn in mywork came after the discus- sions we had at the seminar in March1994, where Lars-Erik Olsson and Gosta Dahlgren from Goteborg University gave me somevery good ad- vice after having scrutinised an earlierversion of the manuscript. My sin- cere thanks to you both! 1 would also like to mention myfriend and "teacher of English ", Alastair Hendry, Scotland, who hastrimmed my usage of his language. The mistakes that remain are not hisfault: I have not always followed his advice, and he has not seen the lastversion of the manuscript. I am, how- ever, greatly indebted tohim for affording my work so much time. 3 Professor Lars Owe Dahlgren has been my tutor and good friend for all these years. Not for a moment did he doubt that something wouldcome of this, although I did. When I was down he cheered me up and our tuto- rials have always been stimulating events. I needed his high spirits as well as his critical remarks. The wonderful summer days at his home with his family, when work and pleasure became so well integrated, will never be forgotten! Birgitta Larsen has edited my thesis. It was hard work, but she has done her utmost to complete it, including given me gentle pushes to keep the deadlines. I am especially impressed with the neat figures she has created. I thank you from the bottom of my heart! Clare, Michael and Josephine, my children, who are no longer chil- dren but young adults involved in their own life projects, are worth spe- cial attention at this point. They have had to put up with a mother who was always working. Their love and affection have followed me through some difficult times. Thank you for being such great kids! Finally, I would like to address someone who has meant a lot for my professional development, Professor Emeritus Eve Malmquist. I met him and started to work for him over 20 years ago. Thanks to him my interest in reading was awakened, he lead me into the international field of re- search and introduced me to the International Reading Association.
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