Measuring metacognitive strategies using the reading awareness scale ESCOLA;Medición de estrategias metacognitivas mediante la escala de conciencia lectora: ESCOLA

Electronic Journal of Research in Educational Psychology

Volumn 7, Issue 2, 2009, Pages 779-804

  Jiménez, Virginia ^a   Puente, Aníbal ^a   Alvarado, Jesús M ^a   Arrebillaga, Lorena ^a  

^a UNIVERSIDAD COMPLUTENSE DE MADRID   (Spain)

Author keywords

Autonomous learning; Cognitive strategies; Evaluation; Metacognition; Monitoring; Motivation; Person; Planning; Self regulation; Task; Text

Indexed keywords

EID: 77951922719     PISSN: 16995880     EISSN: 16962095     Source Type: Journal    
DOI: None     Document Type: Article

References (55)

1. Alvarado, J.M., Puente, A. & Jiménez, V. (2008). Adaptación y validación del test de metacognición MARSI (Metacognitive Awareness of Reading Strategies Inventory) a muestras españolas. [Adaptation and validation of the MARSI metacognition test (Metacognitive Awareness of Reading Strategies Inventory) to Spanish samples.] (Document under development).
2. Baker, L. (1989). Metacognition, comprehension monitoring and the adult reader. Educational Psychology Review, 1, 338-350.
3. Borkowski, J.G. (1992). Metamemory theory: A framework for teaching literacy, writing and math skills. Journal of Learning Disabilities, 25, (4), 253-257.
4. Brown, A. (1980). Metacognitive development and reading. In R.J. Spiro, B.C. Bruce & W.F. Brewer (Eds.), Theoretical issues in reading comprehension (pp.458-482), Mahwah, New Jersey: Erlbaum.
5. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In E. Weinert & R. Kluwe (eds.), Metacognition, motivation and understanding (pp. 65-116). Mahwah, New Jersey: Erlbaum.
6. Burón, J. (1995). Motivación y aprendizaje. [Motivation and learning.] Bilbao: Mensajero.
7. Buttler, D.L. & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
8. Carpio, C. (2002). Intervención metacognitiva sobre comprensión lectora de personas con retraso mental. [Metacognitive intervention in the reading comprehension of mentally disabled persons.] Siglo Cero, 199. (January - February).
9. Chadwick, C. (1985). Estrategias cognitivas, metacognición y uso de los microcomputadores en la educación. [Cognitive strategies, metacognition and use of microcomputers in education.] Planiuc, 4 (7). (January - June).
10. Cuetos, F. & Ramos, J.L. (1999). PROLEC-SE. Evaluación de los procesos lectores en alumnos de tercer ciclo de educación primaria y educación secundaria obligatoria. [PROLEC-SE. Assessment of reading processes in pupils of higher-level primary education and compulsory secondary education.] Madrid: TEA Ediciones.
11. Delclos, V.R. & Harrington, C. (1991). Effects of strategy monitoring and proactive instruction on children's problem-solving performance. Journal of Educational Psychology, 83, 35-42.
12. Flavell, J.H. (1971). First discussant's comments. What is memory development the development of? Human development, 14, 272-278.
13. Flavell, J.H. (1976). Metacognitive aspects of problem solving. In B. Resnick (Eds.), The nature of intelligence. Hillsdale. N.J.: Erlbaum.
14. Flavell, J.H. (1981). Cognitive monitoring. In W.P. Dickson (Eds.), Children's oral communication skills. New York: Academic Press.
15. Flavell, J.H. (1987). Speculations about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation and understanding. Hillsdale: LEA.
16. Flavell, J.H. & Wellman, H.M. (1977). Metamemory. In R.V. Kail Jr. & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale. N. J.: LEA.
17. Forrest-Pressley, D.L. & Waller, T.G. (1984). Cognition, metacognition and reading. N.Y.: Springer-Verlag.
18. Garner, R. (1987). Metacognition and Reading Comprehension. Norwood. NJ.: Ablex.
19. Glenberg, A.M. & Epstein, W. (1987). Inexpert calibration of comprehension. Memory and Cognition, 15, 84-93.
20. Jacobs, L.L. & Paris, S.G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
21. Jiménez, V. (2004). Metacognición y comprensión de la lectura: Evaluación de los componentes estratégicos (procesos y variables) mediante la elaboración de una escala de conciencia lectora (ESCOLA). [Metacognition and reading comprehension: Assessment of strategic components (processes and variables) through development of a reading awareness scale (ESCOLA).] Madrid: Complutense University of Madrid.
22. Kluwe, R.H. (1987). Executive decisions and regulation of problem solving. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 31-64). Mahwah, New Jersey: Erlbaum.
23. Lorch, R.F.; Lorch, E. P & Klusewitz, M.A. (1993). College students' conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
24. Martí, E. (1995). Metacognición. Entre la fascinación y el desencanto. [Metacognition. Between fascination and disenchantment.] Infancia y Aprendizaje, 72, 9-32.
25. Mateos, M.M. (2001). Metacognición y educación. [Metacognition and education.] Buenos Aires: Aique.
26. Mayor, J. (1980). La comprensión del lenguaje desde el punto de vista experimental. [Language comprehension from the experimental point of view.] Revista Española de Lingüística, 10, 1, 59-111.
27. Mayor, J.; Suengas, A.; y González, J. (1995). Estrategias metacognitivas. [Metacognitive strategies.] Madrid: Síntesis.
28. McLain, K.V., Gridley, B. & MaIntosh, D. (1991). Value of a scale used to measure metacognitive reading awareness. Journal of Educational Research, 85, 81-87.
29. MEC (2007). PISA 2006. Programa para la Evaluación Internacional de Alumnos de la OCDE. Informe Español. [PISA 2006. OECD Programme for International Student Assessment.] Madrid: MEC.
30. MEC (2006). LOE. Ley Orgánica de Educación. [Constitutional Law of Education.] Madrid: MEC.
31. Mengelkamp, C. & Bannert, M. (2009). Judgements about knowledge: Searching for factors that influence their validity. Electronic Journal of Research in Educational Psychology, 17, 7(1), 163-190.
32. Mokhtari, K. & Reichard, C.A. (2002). Assessing student's metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, 2, 249-259.
33. Mourad Ali, E. (2009). The effectiveness of a program based on self-regulated strategy development of the writing skills of writing-disabled secondary school students. Electronic Journal of Research in Educational Psychology, 17, 7(1), 5-24.
34. Palincsar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
35. Paris, S.G. & Jacobs, J.E. (1984). The benefits of informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
36. Paris, S.G. & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Journal of Remedial and Special Education, 11, 7-15.
37. Pereira-Laird, J. A & Deane, F.P. (1997). Development and validation of a self-report of reading strategy use. Reading Psychology: An International Journal, 18, 185-235.
38. Peronard, M., Velásquez, M., Crespo, N. & Viramonte, M. (2002). Conocimiento metacognitivo del lenguaje escrito: Instrumento de medida y fundamentación teórica. [Metacognitive knowledge about written language: an instrument of measure and its theoretical foundations.] Infancia y Aprendizaje, 25 (2), 131-145.
39. Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
40. Pintrich, P., Wolters, C.A. & Baxter, G.P. (2000). Assessing metacognition and selfregulated learning. In G. Schraw & J.C. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln.
41. Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: the nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
42. Pressley, M. & Ghatala, E.S. (1988). Delusions about performance on multiple-choice comprehension test items. Reading Research Quarterly, 23, 454-554.
43. Pressley, M. & Scheneider, W. (1997). Introduction to memory development during childhood and adolescence. Mahwah, New Jersey: Erlbaum.
44. Puente, A. Jiménez, V. & Alvarado, J.M. (2009). Escala de conciencia lectora (ESCOLA). Evaluación e intervención psicoeducativa de procesos y variables metacognitivas durante la lectura. [Reading Awareness Scale (ESCOLA). Psychological assessment and intervention in metacognitive processes and variables during reading.] Madrid: EOS.
45. Saldaña, D. & Aguilera, A. (2003). La evaluación de los procesos metacognitivos: Estrategias y problemática actuales. [Assessment of metacognitive processes: Current strategies and problem areas.] Estudios de Psicología, 24 (2), 189-204.
46. Samejima, F. (1969). Estimation of latent ability using a response pattern of graded scores. Psychometrika Monograph Supplement, 17.
47. Sánchez, E. (1990). Estructuras textuales y procesos de compresión: Un programa para instruir en la comprensión de textos. [Text structures and comprehension processes: An instructional program in text comprehension.] Estudios de Psicología, 41, 21-40.
48. Schmitt, J.T. (1990). A questionnaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43, (7), 454-461.
49. Schneider, W. & Pressley, M. (1989). Memory development between two and twenty. New York: Springer-Verlag.
50. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
51. Schraw, G. & Impala, J.C. (2000). Issues in the measurement of metacognition. Lincoln, NE: Buros Institute of Mental Measurements. University of Nebraska-Lincoln.
52. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
53. Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7, (4), 351-371.
54. Swanson, H.L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82, 306-314.
55. Weiner, B. (1992). Human motivation, metaphors, theories and research. London: Sage.