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This study used a longitudinal design to examine the possibility of a causal link between metacognitive knowledge and reading performance across time in a group of grade 2 Australian children (1989 cohort, N=100; 1990 cohort, N=90) with and without learning disabilities. Revaluation between 1 and 2 years later found: no relationship between children's metacognitive knowledge about reading from one year to the next; group membership influenced almost all reading and metacognitive variables; accuracy and comprehension scores changed positively over time; there was no consistent relationship between metacognition and comprehension; and there were inconsistent results regarding the relationship between the two metacognitive constructs (metacognitive knowledge about reading and print awareness) particularly investigated. (46 references) (DB)

Descriptors: Foreign Countries, Grade 2, Learning Disabilities, Longitudinal Studies, Metacognition, Primary Education, Reading Comprehension, Reading Difficulties, Reading Skills

Christina E. van Kraayenoord, Schonell Special Education Research Centre, University of Queensland, Queensland 4072, Australia.

Autor: van Kraayenoord, Christina E.


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