La Escala de Conciencia Lectora (ESCOLA): Un Instrumento para Evaluar Metacognición y Funciones Ejecutivas en Tareas de Lectura
Year: 2010
Type: article
Abstract: Here we discuss ESCOLA critically, an instrument constructed to assess executive-metacognitive functions while subjects performing tasks of reading comprehension. The objective of the study was to examine the theoretical foundations, the psychometric goodness and conceptual limitations of the test. The underlying grounds of ESCOLA are Flavell´s theory and guidelines marked by Jacobs and Paris. ESCOLA responds to a matrix structure (3 x 3) combining three metacognitive processes (planning, monitoring and evaluation) and three variables (task, person and text). ESCOLA uses a multiple choice structure with three alternatives each of them represents a different level of reading awareness (low, medium and high). The scale obtains indexes of reliability and validity appropriate for this kind of instrument and overcomes some difficulties and problems encountered in other similar instruments.
Institution: Universidad Complutense de Madrid
Language: Spanish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2122601364