Assessing and understanding the cognitive and metacognitive perspectives of adults who are poor readers
Year: 1994
Type: article
Study design: Observational Study
Abstract: This study examined low-literate readers' knowledge of their cognitive skills.By better knowing this clientele from both the cognitive and metacognitive angles, we had several objectives, including to remedy a lack of knowledge in their assessment, and to build a valid curriculum content closer to their needs.Many studies suggest that a metacognitive approach can give better results than an approach based solely on the mastery of cognitive competencies.We observed that low-literate readers obtained scores below the norm on the digit span memory test.This confirmed some psycholinguistic hypotheses.Short-term memory has a limited retention capacity and processes information mainly in a phonological way.The fact that good readers generally decode well helps short-term information processing.A faster word processing avoids an overload in short-term memory.Conversely, the beginning reader who decodes with difficulties rapidly clutters his or her short-term memory, which impairs comprehension.Our data on metacognitive conceptions show that few lowliterate readers are aware of the relation between reading comprehension and decoding skills.Literate persons establish this link more easily.In spite of these cognitive limitations, low-literate and literate readers do share some metacognitive knowledge.Poissant
Author: Hélène Poissant
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1542610318