Carla Míguez-Álvarez, Miguel Cuevas-Alonso, & Mário Cruz (CIDTFF) | Psicología Educativa, 28(1), pp. 23-28
Abstract:
The importance of reading proficiency in a second language (L2) is growing worldwide. Reading in a L2 involves many questions about the abilities of reading comprehension, including metacomprehension, a core reading ability in native speakers (L1) that allows them to be aware of their reading comprehension level and to regulate their learning. However, its link to L2 has not been sufficiently researched. This study examines the relationship between the reading comprehension scores of diverse texts and metacomprehension, assessed by the ECOMPLEC test and PROLEC-R reading task, in Portuguese students studying Spanish as a L2. Similar to the results found in L1 research, we found a significant relationship between reading comprehension and metacomprehension in expository and discontinuous texts: students with low reading comprehension scores overestimated their metacomprehension while metacomprehension abilities of students with high reading comprehension abilities were more accurate. These results provide a frame of reference for future studies on metacomprehension in L2.
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Referência:
Míguez-Álvarez, C., Cuevas-Alonso, M. , & Cruz, M. (2022). The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language. Psicología Educativa, 28(1), 23-28. https://doi.org/10.5093/psed2021a26
