Components of reading comprehension and scholastic achievement

被引：44

作者：

Meneghetti, Chiara ^{[1
]}

Carretti, Barbara ^{[1
]}

De Beni, Rossana ^{[1
]}

机构：

[1] Univ Padua, Dept Gen Psychol, I-35131 Padua, Italy

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2006年 / 16卷 / 04期

关键词：

reading comprehension; scholastic achievement;

D O I：

10.1016/j.lindif.2006.11.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The aim of this study was to understand whether the reading comprehension process is better explained. by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a one or a three factors model. Results confirmed the hypothesis which distinguishes between 'basic' and 'complex' aspects of reading comprehension. The second ' goal of the study was to analyze the relationship between the two-components model and scholastic achievement. Our results highlighted that the more 'complex' aspects of reading comprehension, reflecting some metacognitive knowledge and control processes, are the better predictors of scholastic achievement. (c) 2007 Elsevier Inc. All rights reserved.

引用

页码：291 / 301

页数：11

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