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The contribution of reading comprehension ability and meta‐cognitive control to the development of studying in adolescence
Author(s) -
Peverly Stephen T.,
Brobst Karen E.,
Morris Kerri S.
Publication year - 2002
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.00169
Subject(s) - psychology , cognition , recall , reading comprehension , comprehension , developmental psychology , eleventh , cognitive development , competence (human resources) , meta analysis , control (management) , metacognition , cognitive psychology , reading (process) , social psychology , linguistics , medicine , philosophy , physics , management , neuroscience , acoustics , economics
This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring.