RT Journal Article
T1 Efficacy of a metacognitive intervention programme on reading comprehension in third grade students
T2 Eficácia do programa metacognitivo de intervenção na compreensão de leitura em estudantes do terceiro ano
A1 Ares Ferreirós, Martina
A1 Rodríguez Enríquez, Mónica
A1 Rodríguez Rodríguez, Juan Luis
A1 Hernández Rosell, Yariel
K1 6102.01 Psicología Evolutiva
AB This study examined the efficacy of a metacognitive intervention programme in a classroom group of 33 third-grade students. Two groups were formed: the intervention group with students in the classroom who showed reading delay and cognitive attention processes (n=8) and the comparison group (n=25). In the intervention group, a planning facilitation programme was implemented that aimed to improve inhibition processes and, correspondingly, overall reading comprehension indices. The Das-Naglieri: Cognitive Assessment System (D.N: CAS; Naglieri & Das, 1997) was used to measure attention processes. For reading processes, the Catalan et al. (2010) Reading Comprehension Assessment (ACL) test was used. The measurements were taken at pre-test, post-test, and follow-up. The results showed that the intervention group equalled the comparison group in reading comprehension and significantly improved in inhibition processes in the post and follow-up measures. It is concluded that the programme has had an impact on improving inhibition processes when facing reading activities.
PB Child Studies
SN 27955915
YR 2023
FD 2023-12-31
LK http://hdl.handle.net/11093/6024
UL http://hdl.handle.net/11093/6024
LA eng
NO Child Studies, (3): 47-62 (2023)
DS Investigo
RD 20-abr-2025