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

  1. Ares Ferreirós, Martina 1
  2. Rodriguez Enríquez, Mónica 1
  3. Rodríguez Rodríguez, Juan Luis 1
  4. Hernandez Rosell, Yariel 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Revista:
Child Studies

ISSN: 2795-5915

Ano de publicación: 2023

Número: 3

Páxinas: 47-62

Tipo: Artigo

DOI: 10.21814/CHILDSTUDIES.5267 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Child Studies

Obxectivos de Desenvolvemento Sustentable

Resumo

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.

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