Efficacy of a metacognitive intervention programme on reading comprehension in third grade students

Authors

DOI:

https://doi.org/10.21814/childstudies.5267

Keywords:

Inhibition, reading comprehension, metacognitive processes, planning facilitation, quasi-experimental study

Abstract

This study examined the efficacy of a metacognitive intervention programme in a classroom group of 33 third-grade students. Two groups were formed: the intervention group with students in the classroom who showed reading delay and cognitive attention processes (n=8) and the comparison group (n=25). In the intervention group, a planning facilitation programme was implemented that aimed to improve inhibition processes and, correspondingly, overall reading comprehension indices. The Das-Naglieri: Cognitive Assessment System (D.N: CAS; Naglieri & Das, 1997) was used to measure attention processes. For reading processes, the Catalan et al. (2010) Reading Comprehension Assessment (ACL) test was used. The measurements were taken at pre-test, post-test, and follow-up. The results showed that the intervention group equalled the comparison group in reading comprehension and significantly improved in inhibition processes in the post and follow-up measures. It is concluded that the programme has had an impact on improving inhibition processes when facing reading activities.

Author Biographies

Martina Ares Ferreirós, University of Vigo

Associate Professor at the University of Vigo and PhD in Improving reading comprehension through metacognitive training

Mónica Rodriguez Enríquez, University of Vigo

Associate Professor at the University of Vigo and PhD in Translational Research in Public Health and High Prevalence Diseases at the University of the Balearic Islands

Juan Luis Rodríguez Rodríguez, University of Vigo

Associate Professor who combines his work as an Educational Counselor in the stages of Early Childhood, Primary and Secondary Education

Yariel Hernandez Rosell, University of Vigo

Researcher in the group of Educational and Developmental Psychology at UVIGO - GiPEDUvi

References

Baddeley, A. (2003). Working memory: looking back and looking forward. Nature reviews neuroscience , 4 (10), 829-839. https://doi.org/10.1038/nrn120. DOI: https://doi.org/10.1038/nrn1201

Barnes, M. A., Faulkner, H., Wilkinson, M., & Dennis, M. (2004). Meaning construction and integration in children with hydrocephalus. Brain and language, 89(1), 47-56. https://doi.org/10.1016/S0093-934X(03)00295-5 DOI: https://doi.org/10.1016/S0093-934X(03)00295-5

Bizama-Muñoz, M., Gatica-Ferrero, S., Aqueveque, C., Arancibia-Gutiérrez, B., & Sáez-Carrillo, K. (2020). Comprensión de lectura de textos informativos de carácter científico en escolares. Ocnos. Revista De Estudios Sobre Lectura, 19(1), 68-79. https://doi.org/10.18239/ocnos_2020.19.1.2156 DOI: https://doi.org/10.18239/ocnos_2020.19.1.2156

Butterfuss, R., Kendeou, P. (2018). El papel de las funciones ejecutivas en la comprensión lectora. Educ Psychol Rev 30 , 801–826. https://doi.org/10.1007/s10648-017-9422-6 DOI: https://doi.org/10.1007/s10648-017-9422-6

Cain, K. (2006). Children's reading comprehension: The role of working memory in normal and impaired development. In Working memory and education 61-91. https://doi.org/10.1016/B978-012554465-8/50005-3 DOI: https://doi.org/10.1016/B978-012554465-8/50005-3

Cain, K., Oakhill, J. y Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96, 31-42. https://doi.org/10.1037/0022-0663.96.1.31 DOI: https://doi.org/10.1037/0022-0663.96.1.31

Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and writing, 11, 489-503. DOI: https://doi.org/10.1023/A:1008084120205

Catalá, G., Català, M., Molina, E., Monclús, R. (2010). Evaluación de la comprensión lectora. Graó. Barcelona.

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750. DOI: https://doi.org/10.1146/annurev-psych-113011-143750

Friedman, N. P., & Miyake, A. (2004). The relations among inhibition and interference control functions: a latent-variable analysis. Journal of experimental psychology: General, 133(1), 101. DOI: https://doi.org/10.1037/0096-3445.133.1.101

Georgiou, G. K., & Das, J. P. (2016). What component of executive functions contributes to normal and impaired reading comprehension in young adults?. Research in developmental disabilities, 49, 118-128. https://doi.org/10.1016/j.ridd.2015.12.001 DOI: https://doi.org/10.1016/j.ridd.2015.12.001

Gernsbacher, M. A., & Faust, M. (1991). The role of suppression in sentence comprehension. Advances in psychology, 77, 97-128. DOI: https://doi.org/10.1016/S0166-4115(08)61531-9

Haddad, F. A., Garcia, Y. E., Naglieri, J. A., Grimditch, M., McAndrews, A., & Eubanks, J. (2003). Planning facilitation and reading comprehension: Instructional relevance of the PASS theory. Journal of Psychoeducational Assessment, 21(3), 282-289. https://doi.org/10.1177/073428290302100304. DOI: https://doi.org/10.1177/073428290302100304

Hasher, L., & Zacks, R. T. (1988). Working memory, comprehension, and aging: A review and a new view. Psychology of learning and motivation, 22, 193-225. DOI: https://doi.org/10.1016/S0079-7421(08)60041-9

Downloads

Published

31-12-2023

How to Cite

Ares Ferreirós, M., Rodriguez Enríquez, M., Rodríguez Rodríguez, J. L., & Hernandez Rosell, Y. (2023). Efficacy of a metacognitive intervention programme on reading comprehension in third grade students . Child Studies, (3), 47–62. https://doi.org/10.21814/childstudies.5267

Issue

No. 3 (2023)

Section

Articles

License

Copyright (c) 2024 Martina Ares Ferreirós, Mónica Rodriguez Enríquez, Juan Luis Rodríguez Rodríguez, Yariel Hernandez Rosell

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.