Metacomprehension skills depend on the type of textAn analysis from Differential Item Functioning

  1. José Antonio León 1
  2. José Ángel Martínez-Huertas 1
  3. Ricardo Olmos 1
  4. José David Moreno 1
  5. Inmaculada Escudero 2
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Universidad de Educación a Distancia
Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2019

Volume: 31

Issue: 1

Pages: 66-72

Type: Article

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More publications in: Psicothema

Abstract

Background: Metacomprehension skills determine an individual reader’s ability to judge their degree of learning and text comprehension and have considerable importance in their ability to learn from reading. Given that many comprehension processes are infl uenced by text characteristics, the aim of the present study was to analyze whether different types of text have signifi cant impact on metacomprehension skills at two different points in primary education. Method: A total of 823 students (4th and 6th years of primary school, 9 to 11 years old) read three different texts (narrative, expository and discontinuous texts) taken from ECOM-PLEC.Pri, a standardized Spanish test for reading comprehension (León, Escudero, & Olmos, 2012). Students were classifi ed by their metacomprehension skills. A Differential Item Functioning (DIF) analysis was conducted in order to analyze whether the underlying reading comprehension and metacomprehension processes differed across text types. Results: Results showed a considerable divergence of performance for reading narrative texts as opposed to expository and discontinuous texts. These differences were related to academic level. Conclusion: Text characteristics such as the type of text can have a great impact on metacomprehension skills and, consequently, on learning

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