Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Marisa Cosenza
Data de Publicação: 2014
Outros Autores: Alves, Marilia Aparecida Pontes, Almeida, Rafaela Duque de, Silva, Renata de Lourdes Miguel da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/5117
Resumo: Reading comprehension is essential for quality academic education. The aim of this study was to evaluate the effect of a program aimed at promoting the development of cognitive and metacognitive reading strategies in 11 students of the Psychology course, with scholarships on the Tutorial Education Program. These students were pre- and post-assessed by the metacognitive reading strategies scale (university format). The program involved 12 weekly meetings, totaling 24 hours based on a combination of three pillars of metacognitive strategies – AIM, K-W-L and K-W-L PLUS. Higher averages were found in the post-evaluation, with significant results for the three factors that make up the scale (global, support and problem solving), as well as for the overall score. The data suggests better use of cognitive and metacognitive reading strategies after the intervention, highlighting the importance of such studies with university students.
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spelling Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students Intervención en Habilidades Cognitivas y Metacognitivas de Lectura en los Estudiantes del Programa de Educación Tutorial – PETIntervenção em Habilidades Cognitivas Emetacognitivas de Leitura em Alunos do Programa de Educação Tutorial – PETreading comprehensionuniversity studentsintervention studiesmetacognitionfosteringcomprensión de lecturaestudiantes universitariosestudios de intervenciónmetacogniciónpromocióncompreensão da leituraestudantes universitáriosestudos de intervençãometacogniçãopromoçãoReading comprehension is essential for quality academic education. The aim of this study was to evaluate the effect of a program aimed at promoting the development of cognitive and metacognitive reading strategies in 11 students of the Psychology course, with scholarships on the Tutorial Education Program. These students were pre- and post-assessed by the metacognitive reading strategies scale (university format). The program involved 12 weekly meetings, totaling 24 hours based on a combination of three pillars of metacognitive strategies – AIM, K-W-L and K-W-L PLUS. Higher averages were found in the post-evaluation, with significant results for the three factors that make up the scale (global, support and problem solving), as well as for the overall score. The data suggests better use of cognitive and metacognitive reading strategies after the intervention, highlighting the importance of such studies with university students.La comprensión lectora es esencial para una formación académica de calidad. El objetivo del estudio fue evaluar el efecto de un programa direccionado a promoción del desarrollo de estrategias cognitivas e meta-cognitivas de lectura en 11 estudiantes del curso de Psicología, becados del programa de Educación Tutorial, ellos que fueran pre y pos-evaluados por la escala de estrategias meta-cognitivas de lectura – formato universitario. El programa incluyó 12 sesiones por semanas, por un total de 24 horas basado en la conjugación de 3 columnas de estrategias meta-cognitivas – AIM, K-W-L e K-W-L PLUS. Fueron encontradas medias superiores en la post-evaluación, con resultados significativos para los tres factores que componen la escala (general, el apoyo y solución de problemas) así como para el escore general. Los datos sugieren mejora de la utilización de estrategias cognitivas e meta-cognitivas de lectura después a intervención, destacando la importancia del estudio de tal naturaleza con universitarios.A compreensão leitora é essencial para uma formação acadêmica de qualidade. O estudo objetivou avaliar o efeito de um programa dirigido a promover o desenvolvimento de estratégias cognitivas e metacognitivas de leitura em 11 alunos do curso de Psicologia, bolsistas do Programa de Educação Tutorial, os quais foram pré e pós--avaliados por meio da escala de estratégias metacognitivas de leitura – formato universitário. O programa envolveu 12 encontros semanais, num total de 24 horas, tendo como base a conjugação de três pilares de estratégias metacognitivas – AIM, K-W-L e  K-W-L PLUS. Encontraram-se médias superiores na pós-avaliação, com resultados significativos para os três fatores que compõem a escala (global, suporte e solução de problemas), assim como para o escore geral. Os dados sugerem aprimoramento da utilização de estratégias cognitivas e metacognitivas de leitura após a intervenção, realçando a importância de estudos dessa natureza com universitários.Editora Mackenzie2014-04-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/511710.15348/1980-6906/psicologia.v16n1p181-190The Journal Of Psychology: Theory and Practice ; Vol. 16 No. 1 (2014); 181-190Revista Psicología: Teoría y Práctica; Vol. 16 Núm. 1 (2014); 181-190Revista Psicologia: Teoria e Prática; v. 16 n. 1 (2014); 181-1901980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/5117/4721Copyright (c) 2014 Marisa Cosenza Rodrigues, Marilia Aparecida Pontes Alves, Rafaela Duque de Almeida, Renata de Lourdes Miguel da Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRodrigues, Marisa CosenzaAlves, Marilia Aparecida PontesAlmeida, Rafaela Duque deSilva, Renata de Lourdes Miguel da2023-07-13T17:49:28Zoai:ojs.editorarevistas.mackenzie.br:article/5117Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-13T17:49:28Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
Intervención en Habilidades Cognitivas y Metacognitivas de Lectura en los Estudiantes del Programa de Educación Tutorial – PET
Intervenção em Habilidades Cognitivas Emetacognitivas de Leitura em Alunos do Programa de Educação Tutorial – PET
title Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
spellingShingle Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
Rodrigues, Marisa Cosenza
reading comprehension
university students
intervention studies
metacognition
fostering
comprensión de lectura
estudiantes universitarios
estudios de intervención
metacognición
promoción
compreensão da leitura
estudantes universitários
estudos de intervenção
metacognição
promoção
title_short Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
title_full Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
title_fullStr Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
title_full_unstemmed Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
title_sort Intervention in Cognitive and Metacognitive Reading Skills in Education Program Tutorial – PET Students
author Rodrigues, Marisa Cosenza
author_facet Rodrigues, Marisa Cosenza
Alves, Marilia Aparecida Pontes
Almeida, Rafaela Duque de
Silva, Renata de Lourdes Miguel da
author_role author
author2 Alves, Marilia Aparecida Pontes
Almeida, Rafaela Duque de
Silva, Renata de Lourdes Miguel da
author2_role author
author
author
dc.contributor.author.fl_str_mv Rodrigues, Marisa Cosenza
Alves, Marilia Aparecida Pontes
Almeida, Rafaela Duque de
Silva, Renata de Lourdes Miguel da
dc.subject.por.fl_str_mv reading comprehension
university students
intervention studies
metacognition
fostering
comprensión de lectura
estudiantes universitarios
estudios de intervención
metacognición
promoción
compreensão da leitura
estudantes universitários
estudos de intervenção
metacognição
promoção
topic reading comprehension
university students
intervention studies
metacognition
fostering
comprensión de lectura
estudiantes universitarios
estudios de intervención
metacognición
promoción
compreensão da leitura
estudantes universitários
estudos de intervenção
metacognição
promoção
description Reading comprehension is essential for quality academic education. The aim of this study was to evaluate the effect of a program aimed at promoting the development of cognitive and metacognitive reading strategies in 11 students of the Psychology course, with scholarships on the Tutorial Education Program. These students were pre- and post-assessed by the metacognitive reading strategies scale (university format). The program involved 12 weekly meetings, totaling 24 hours based on a combination of three pillars of metacognitive strategies – AIM, K-W-L and K-W-L PLUS. Higher averages were found in the post-evaluation, with significant results for the three factors that make up the scale (global, support and problem solving), as well as for the overall score. The data suggests better use of cognitive and metacognitive reading strategies after the intervention, highlighting the importance of such studies with university students.
publishDate 2014
dc.date.none.fl_str_mv 2014-04-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/5117
10.15348/1980-6906/psicologia.v16n1p181-190
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/5117
identifier_str_mv 10.15348/1980-6906/psicologia.v16n1p181-190
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/5117/4721
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 16 No. 1 (2014); 181-190
Revista Psicología: Teoría y Práctica; Vol. 16 Núm. 1 (2014); 181-190
Revista Psicologia: Teoria e Prática; v. 16 n. 1 (2014); 181-190
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
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