Metacomprehension Awareness of Primary School Plurilinguals

This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacogni...

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Autor principal:	Deda Silvija Hanžić
Formato:	article
Lenguaje:	DE EN ES FR LT
Publicado:	Sciendo 2021
Materias:	international primary school metacomprehension strategy index narrative texts plurilingual readers reading comprehension Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
Acceso en línea:	https://doaj.org/article/bbd5685bead34601abb7e1251ec1e5b5
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id	oai:doaj.org-article:bbd5685bead34601abb7e1251ec1e5b5
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spelling	oai:doaj.org-article:bbd5685bead34601abb7e1251ec1e5b52021-12-05T14:11:11ZMetacomprehension Awareness of Primary School Plurilinguals2335-202710.2478/sm-2021-0017https://doaj.org/article/bbd5685bead34601abb7e1251ec1e5b52021-11-01T00:00:00Zhttps://doi.org/10.2478/sm-2021-0017https://doaj.org/toc/2335-2027This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.Deda Silvija HanžićSciendoarticleinternational primary schoolmetacomprehension strategy indexnarrative textsplurilingual readersreading comprehensionSpecial aspects of educationLC8-6691Geography. Anthropology. RecreationGDEENESFRLTDarnioji daugiakalbystė, Vol 19, Iss 1, Pp 141-172 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN ES FR LT
topic	international primary school metacomprehension strategy index narrative texts plurilingual readers reading comprehension Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
spellingShingle	international primary school metacomprehension strategy index narrative texts plurilingual readers reading comprehension Special aspects of education LC8-6691 Geography. Anthropology. Recreation G Deda Silvija Hanžić Metacomprehension Awareness of Primary School Plurilinguals
description	This qualitative-quantitative study examines the level of metacomprehension awareness in international primary school students before, while, and after reading narrative texts. The first part of the study brings a short overview of theoretical background and previous research pertaining to metacognition and metacognitive strategies, reading comprehension, and plurilingualism in the context of formal education. The second part describes the participants, along with their diverse personal experiences regarding language and education. Two tests and a brief questionnaire were used for collecting the majority of information. A semi-structured interview was conducted to inquire about the participants’ attitudes towards reading narrative texts and the languages to which they give preference while reading such texts. The findings reveal that, at the age of ten, plurilingual students demonstrate a certain amount of metacomprehension awareness while reading narrative texts in English. No major differences were found between two language-specific groups defined by the students’ mother tongues, but certain differences occurred between boys and girls. Established reading language and language preferences for reading narrative texts seem to play an important role in effective reading comprehension, whereas age seems to be a more critical factor in the development of metacomprehension awareness of plurilingual 10-year-olds.
format	article
author	Deda Silvija Hanžić
author_facet	Deda Silvija Hanžić
author_sort	Deda Silvija Hanžić
title	Metacomprehension Awareness of Primary School Plurilinguals
title_short	Metacomprehension Awareness of Primary School Plurilinguals
title_full	Metacomprehension Awareness of Primary School Plurilinguals
title_fullStr	Metacomprehension Awareness of Primary School Plurilinguals
title_full_unstemmed	Metacomprehension Awareness of Primary School Plurilinguals
title_sort	metacomprehension awareness of primary school plurilinguals
publisher	Sciendo
publishDate	2021
url	https://doaj.org/article/bbd5685bead34601abb7e1251ec1e5b5
work_keys_str_mv	AT dedasilvijahanzic metacomprehensionawarenessofprimaryschoolplurilinguals
_version_	1718371319350820864

Metacomprehension Awareness of Primary School Plurilinguals

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