Postdictive comprehension monitoring as a function of the level of comprehension assessed

Postdictive comprehension monitoring as a function of the level of comprehension assessed

First Author: BARBARA CARRETTI -- University of Padova
Additional authors/chairs: 
Elizabeth Doerr; Agnese Capodieci
Keywords: Reading comprehension, metacognition, Text Comprehension
Abstract / Summary: 

Purpose: Metacognitive monitoring of text comprehension is a key aspect for understanding individual differences in reading comprehension. The aim of current research was to analyse how the level of comprehension required affects postdictive monitoring of text comprehension (i.e., the ability to judge the accuracy of responses previously given to a reading comprehension test)
Method: Fourth and fifth graders were administered two standardized reading comprehension tasks, in which they had to answer 12 multiple-choice questions after silently reading the text. Six of questions assess text-based comprehension and the remaining global comprehension. Subsequently, they had to provide postdictive judgments evaluating their performance: for each answer they had to select whether they judged it as correct or incorrect and to what they were certain of their answer. Two scores were calculated: Bias score, indicating the difference between metacognitive judgments of accuracy and actual performance and Accurate estimation, indicating the sum of correct answers judged as “correct” and incorrect answers judged as “incorrect.” Furthermore, the role of motivation was assessed.
Results: Findings showed that primary school children were more overconfident when answering to local comprehension questions with respect to questions assessing global comprehension. Overconfidence about reading performance was associated to motivational factors.
Conclusions. This study reports that metacognitive monitoring is affected by the level of comprehension assessed and that reading motivation plays a role.