Value of a Scale Used to Measure Metacognitive Reading Awareness  

Oleh:

McIntosh, David ; Gridley, Betty E ; McLain, K. Victoria Mayer

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 85 no. 02 (Nov. 1991), page 81-88.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT The role of metacognition in reading comprehension has become a topic of debate. Some studies have linked instruction in metacognitive strategies to increases in reading comprehension, whereas others have not. In addition, little agreement has been reached about the most effective ways of measuring rnetacognition. In answer to criticisms about early interview methods of determining metacognitive strategy use, Jacobs and Paris (1987) deveioped and used a multiple-choice instrument called The Index of Reading Awareness. However, the authors did Httle to determine the psychometric properties of the scale. The purpG8e of this study was to determine preliminary reliability and validity data on the scale. We concluded that the obtained Cronbach alpha coefficient of .61 was minimal and that The Index of Reading A wlireness should be used cautiously as a measure of metacognition in reading. The adequacy of the scale in its present form for measuring metacognition in reading is acceptable Ii used as a total score and only as one measure of the reading process in a portfolio assessment.

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