The relationship between metacomprehension and reading comprehension in Spanish as a second language

Referencias bibliográficas

• Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40(6), 1063- 1081. https://doi.org/10.1007/s11251-011-9202-5
• Barrio-Cantalejo, I. (2008). Validación de la Escala INFLESZ para evaluar la legibilidad de los textos dirigidos a pacientes. Anales del Sistema Sanitario de Navarra, 31(2), 135-152. https://doi.org/10.4321/S1137- 66272008000300004
• Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, 205-214.
• Blasco Serrano, A. C., & Allueva Torres, P. (2010). La metacomprensión en relación a la comprensión lectora [Metacomprehension and its relationship to reading comprehension]. International Journal of Developmental and Educational Psychology, 3(1), 721-730.
• Cadime, I., Ribeiro, I., Viana, F. L., Santos, S., Prieto, G., & Maia, J. (2013). Validity of a reading comprehension test for Portuguese students. Psicothema, 25(3), 384-389.
• Carvalho, A. M., Freire, J. L., & da Silva, A. J. B. (2010). Teaching Portuguese to Spanish speakers: A case for trilingualism. Hispania, 93(1), 70-75.
• Caverly, D. (1997). Teaching reading in a Learning Assistance Center. In S. Mioduski & G. Enright (Eds.), Proceedings of the 17th and 18th Annual Institutes for Learning Assistance Professionals: 1996 and 1997 (pp. 27-42). University Learning Center, University of Arizona.
• Caverly, D. C., Nicholson, S. A., & Radcliffe, R. (2004). The effectiveness of strategic reading instruction for college developmental readers. Journal of College Reading and Learning, 35(1), 25-49. https://doi.org/ 10.1080/10790195.2004.10850166
• Channa, M. A., & Nordin, Z. S. (2014). Identifying metacognitive strategies through learners’ reading comprehension: A review of related studies. Science International, 26(5), 2457-2460.
• Cueto Vallverdú, N. (2002). Representación e inferencia. El proceso de la interpretación. University of Oviedo, Department of Spanish Philology.
• Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2014). PROLEC-R. Batería de Evaluación de los Procesos Lectores, Revisada [PROLEC-R. Battery of Assessment of Reading Processes, Revised]. TEA Ediciones.
• Davis, J. N., & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think aloud protocols. The Modern Language Journal, 77(4), 459-472. https://doi.org/10.1111/j.1540-4781.1993.tb01993.x
• Dunlosky, J., Serra M. J., & Baker J. M. C. (2007). Metamemory. In F. T. Durso, R. S. Nickerson, S. T. Dumais, S. Lewandowsky, & T. J. Perfect (Eds.), Handbook of applied cognition (pp. 137-162). John Wiley & Sons.
• Elosúa, P., & Mújica, J. (2013). Invariance levels across language versions of the PISA 2009 reading comprehension test in Spain. Psicothema, 25(3), 390-395. https://doi.org/10.7334/psicothema2013.46
• Escudero, M. P., Reyez Cruz, M. E. & Hernández Méndez (2015). The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study. Revista Signos, 48(89), 332-354. https://doi. org/10.4067/S0718-09342015000300003
• Fidalgo, R., Torrance, M., Arias-Gundín, O., & Martínez-Cocó, B. (2014). Comparison of reading-writing patterns and performance of students with and without reading difficulties. Psicothema, 26(4), 442-448.
• García-Rodicio, H., & Sánchez, E. (2014). Does the detection of misunderstanding lead to its revision? Metacognition and Learning, 9(3), 265-286. https://doi.org/10.1007/s11409-014-9116-0
• Glenberg, A. M., & Epstein W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15(1), 84-93. https://doi.org/10.3758/BF03197714
• Goh, C. (2008). Metacognitive instruction for second language listening development theory. RELC Journal, 39(2), 188-213. https://doi. org/10.1177/0033688208092184
• Goh, C., & Yunsita, T. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232. https://doi.org/10.1093/ elt/ccl002
• Gómez Álvarez, L. C., & Sandoval Zúñiga, M. S. (2019). Alfabetización metacognitiva para el desarrollo de la comprensión auditiva en segundas lenguas: fundamentos para la didáctica de ELE. Doblete. Revista de Lengua y Literatura, 5, 19-46. https://doi.org/10.5565/rev/ doblele.56
• Grabe, W. (2009). Reading in a second language. Moving from theory to practice. Cambridge University Press.
• Halliday, M. A., & Hasan, R. (1985). Language, text and context. Derkin University.
• Hernández Wilson, J., & Izquierdo, J. (2016). Metacognición y comprensión oral en L2. Observación de la práctica docente en nivel universitario. Redie. Revista Electrónica de Investigación Educativa, 18(1), 39-52.
• Jouini, K. (2005) Estrategias inferenciales en la comprensión lectora. Glosas Didácticas, 13, 95-114.
• Kieffer, M. J., Petscher, Y., Proctor, C. P., & Silverman, R. D. (2016). Is the whole greater than the sum of its parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades. Scientific Studies of Reading, 20(6), 436- 454. https://doi.org/10.1080/10888438.2016.1214591
• Kung, F. (2017). Teaching second language reading comprehension: The effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93-104. https://doi.org/10.108 0/17501229.2017.1364252
• León, J. A., Escudero Domínguez, I., & Olmos Albacete, R. (2012). ECOMPLEC. Evaluación de la comprensión lectora. Ediciones TEA.
• León, J. A., Martínez-Huertas, J. A., Olmos, R., Moreno, J. D., & Escudero, I. (2019). Metacomprehension skills depend on the type of text: An analysis from differential item functioning. Psicothema, 31(1), 66-72. https://doi.org/10.7334/psicothema2018.163
• Linderholm, T., Zhao, Q., Therriault, D. J., & Cordeel-McNulty, K. (2008). Metacomprehension effects situated within an anchoring and adjustment framework. Metacognition and Reading, 3(3), 175-188. https://doi.org/10.1007/s11409-008-9025-1
• MacMillan, M. (2014). Student connections with academic texts: A phenomenographic study of reading. Teaching in Higher Education, 19(8), 943-954. https://doi.org/10.1080/13562517.2014.934345
• Maki, R. H., Jonas, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1(1), 126-129. https://doi.org/10.3758/BF03200769
• Mañá, A., Vidal-Abarca, E., Domínguez, C., Gil, L., & Cerdán, R. (2009). Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos. Infancia y Aprendizaje, 32(4), 553-565. https://doi. org/10.1174/021037009789610412
• Muijselaar, M. M. L., Swart, N., Steenbeek-Plating, E., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading, 21(3), 194-209. https://doi.org/10.1080/10888438.2017.1278763
• Muñoz, M., & Muñoz, J. (2006). Legibilidad Mμ (Version 1.0) [Computer Software]. Viña del Mar, Chile.
• Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136-145.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.
• Perry, D. (2013). Comprehension strategies while reading expository texts in Spanish (L1) and English (L2). Psicología Educativa, 19(2), 75-81. https://doi.org/10.5093/ed2013a13
• Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56. https://doi. org/10.1191/0265532203lt243oa
• Phakiti, A. (2008). Predicting NESB international postgraduate students’ academic achievement: a structural equation modeling approach. International Journal of Applied Educational Studies, 3(1), 18-38.
• Puente, A., Jiménez, V., & Alvarado, J. M. (2009). ESCOLA. Escala de conciencia lectora. Manual. Instituto de Orientación Psicopedagógica EOS.
• Pugh, S. L., Pawan, F., & Antommarchi, C. (2000). Academic literacy and the new college learner. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 25-42). Lawrence Erlbaum Associates Publishers.
• Raoofi, S., Chan, S., Mukundan, J., & Rashid, S. M. (2014). Metacognition and second/foreign language learning. English Language Teaching, 7(1), 36-49. https://doi.org/10.5539/elt.v7n1p36
• Samo, R., & Mikulec, A. (2018). EFL reading metacomprehension from the developmental perspective: A longitudinal case study. Journal of Language and Education, 4(1), 105-116. https://doi.org/10.17323/2411- 7390-2018-4-1-105-116
• Schmitt, M. C., & Sha, S. (2009). The developmental nature of metacognition and the relationship between knowledge and control over time. Journal of Research in Reading, 32(2), 254-271. https://doi. org/10.1111/j.1467-9817.2008.01388.x
• Schneider, W., & Pressley, M. (1998). Memory development between two and twenty (2nd ed.). Lawrence Erlbaum.
• Szigriszt Pazos, F. (1993). Sistemas predictivos de legibilidad del mensaje escrito: fórmula de perspicuidad (Unpublished doctoral dissertation). Complutense University of Madrid.
• Taki, S. (2015). Metacognitive online reading strategy use: Readers’ perceptions in L1 and L2. Journal of Research in Reading, 39(4), 409- 427. https://doi.org/10.1111/1467-9817.12048
• Tang, H. (1997). The relationship between reading comprehension processes in L1 and L2. Reading Psychology: An International Quarterly, 18(3), 249-301. https://doi.org/10.1080/0270271970180303
• Taraban, R., Rynearson, K., & Kerr, M. (2000). College students’ academic performance and self-reports of comprehension strategy use. Reading Psychology, 21(4), 283-308. https://doi. org/10.1080/027027100750061930
• Thiede, K. W., Dunlosky, J., Griffin, T. D., & Wiley, J. (2005). Understanding the delayed-keyword effect on metacomprehension accuracy. Journal of Experimental Psychology, 31(6), 1267-1280. https://doi. org/10.1037/0278-7393.31.6.1267
• Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
• Vössing, J., Stamov-Roßnagel, C., & Heinitz, K. (2017). Text difficulty affects metacomprehension accuracy and knowledge test performance in text learning. Journal of Computer Assisted Learning, 33(3), 282-291. https://doi.org/10.1111/jcal.12179
• Wiley, J., Griffin, T. D., Jaeger, A. J., Jarosz, A. F., Cushen, P. J., & Thiede, K. W. (2016). Improving metacomprehension accuracy in an undergraduate course context. Journal of Experimental Psychology: Applied, 22(4), 393-405. https://doi.org/10.1037/xap0000096
• Wiley, J., Griffin, T. D., & Thiede, K. W. (2005). Putting the comprehension in metacomprehension. The Journal of General Psychology, 132(4), 408- 428. https://doi.org/10.3200/GENP.132.4.408-428
• Xin, Y., Ismail, F. B., & Ahmad, A. B. A. (2018). Influence of L1 metacognitive reading strategies on L2 academic reading of Chinese college students. Mediterranean Journal of Social Sciences, 9(5), 147-155. https://doi. org/10.2478/mjss-2018-0146
• Zareva, A., Schwanenflugel, P., & Nikolova, Y. (2005). Relationship between lexical competence and language proficiency: Variable sensitivity. Studies in Second Language Acquisition, 27(4), 567-595. https://doi. org/10.1017/S0272263105050254
• Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288. https://doi. org/10.1080/09658410108667039