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Models of Reading Comprehension for Primary School Students (CROSBI ID 53741)

Prilog u knjizi | izvorni znanstveni rad

Pečjak, Sonja ; Kolić-Vehovec, Svjetlana ; Podlesek, Anja Models of Reading Comprehension for Primary School Students // Different Psychological Perspectives on Cognitive Processes: current research trends in Alps Adria region / Actis- Grosso, Rossana ; Galmonte, Alessandra (ur.). Cambridge: Cambridge Scholars Publishing, 2014. str. 307-332

Podaci o odgovornosti

Pečjak, Sonja ; Kolić-Vehovec, Svjetlana ; Podlesek, Anja

engleski

Models of Reading Comprehension for Primary School Students

Reading comprehension is an indicator of reading literacy and it is also significantly related to the process of learning and students’ academic outcomes. There are different cognitive, metacognitive, motivational and emotional factors which contribute to reading comprehension. In our study 885 5th and 9th grade primary school students were included. We proposed two confirmatory models of reading comprehension, one for younger and one for older students. Several factors were included in the models: (meta)cognitive factors (vocabulary, summarizing, and metacognitive reading knowledge), motivational factors (reading interest and reading competency), and emotional factors (feelings during reading). We confirmed both of the models, for younger and older students. Models show direct effects of (meta)cognitive factors and indirect effects of motivational- emotional factors on students' reading comprehension. Important implications for educational praxis were discussed.

reading comprehension, cognitive factors, metacognitive factors, motivational-emotional factors

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Podaci o prilogu

307-332.

objavljeno

Podaci o knjizi

Different Psychological Perspectives on Cognitive Processes: current research trends in Alps Adria region

Actis- Grosso, Rossana ; Galmonte, Alessandra

Cambridge: Cambridge Scholars Publishing

2014.

978-1-4438-5628-7

Povezanost rada

Psihologija