Assessment of metatextual consciousness and its prediction of reading comprehension

Detalhes bibliográficos
Autor(a) principal: Cunha, Neide de Brito
Data de Publicação: 2019
Outros Autores: Santos, Acácia Aparecida Angeli
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442
Resumo: This study aimed to reveal evidence of the validity of the Assessment Questionnaire of Metatextual Awareness (QACM). The main objective was to verify whether metatextual awareness could predict reading comprehension, and the secondary objectives were: to verify metatextual awareness and reading comprehension through two Cloze tests and the QACM; to search criterion validity evidence based on the variable “school year”; and to identify the internal consistency index of the items. The participants were 277 elementary school students from a public school in the state of São Paulo. The results showed that the students’ average scores increased from the 3rd to the 5th years ofschool, demonstrating a criterion validity of the school year. The QACM got a good internal consistency index of 0.80. The performance on the QACM explains 46% of the performance variance on the Cloze, showing that they are shared skills. Keywords: metatextual awareness; reading comprehension; elementary school;  Cloze; validity.
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spelling Assessment of metatextual consciousness and its prediction of reading comprehensionEVALUACIÓN DE LA CONCIENCIA METATEXTUAL Y SU PREDICCIÓN DE COMPRENSIÓN DE LECTURAAvaliação da Consciência Metatextual e sua Predição da Compreensão de Leiturareading comprehension elementary schoolClozevaliditymetatextual awarenessconsciencia meta textualcomprensión de lecturaeducación pri-mariaClozevalidezconsciência metatextualcompreensão de leituraensino funda-mentalClozevalidadeThis study aimed to reveal evidence of the validity of the Assessment Questionnaire of Metatextual Awareness (QACM). The main objective was to verify whether metatextual awareness could predict reading comprehension, and the secondary objectives were: to verify metatextual awareness and reading comprehension through two Cloze tests and the QACM; to search criterion validity evidence based on the variable “school year”; and to identify the internal consistency index of the items. The participants were 277 elementary school students from a public school in the state of São Paulo. The results showed that the students’ average scores increased from the 3rd to the 5th years ofschool, demonstrating a criterion validity of the school year. The QACM got a good internal consistency index of 0.80. The performance on the QACM explains 46% of the performance variance on the Cloze, showing that they are shared skills. Keywords: metatextual awareness; reading comprehension; elementary school;  Cloze; validity.Este estudio buscó evidencias de validez para el Cuestionario de Evaluación de la Conciencia Meta textual (QACM). El objetivo principal fue verificar si la consciencia meta textual podría ser predictiva de la comprensión de lectura, y los secundarios fueron: averiguar la consciencia meta textual y la comprensión de lectura con dos testes de Cloze y el QACM; buscar evidencias de validez de criterio con base en el año escolar; e identificar el índice de consistencia interna de los ítems. Participaron 277 estudiantes de educación primaria de una escuela pública de São Paulo-Brasil. Los resultados mostraron que los puntajes medios de los estudiantes aumentaron del 3º al 5º año, lo que demuestra la validez de criterio para el año escolar. El QACM tuvo un buen índice de consistencia interna. Se encontró que el 46% de la varianza en el rendimiento del Cloze se explica por el desempeño en el QACM, mostrando que son habilidades compartidas.Este trabalho buscou revelar evidências de validade para o Questionário de Avaliação da Consciência Metatextual (QACM). Os objetivos estabelecidos foram: averiguar a consciência metatextual e a compreensão de leitura por meio de dois testes de Cloze e do QACM; buscar evidências de validade de critério com base na variável ano escolar; identificar o índice de consistência interna dos itens e verificar se a consciência metatextual poderia ser preditiva da compreensão de leitura. Participaram 277 alunos, do 3º ao 5º ano do Ensino Fundamental, de uma escola pública do interior do Estado de São Paulo. Os resultados mostraram que as médias dos alunos aumentaram do 3º ao 5º ano, evidenciando a validade de critério pelo ano escolar. O QACM obteve um bom índice de consistência interna, de 0,80. Constatou-se que 46% da variância no desempenho no Cloze foram explicadas pelo desempenho no QACM, demonstrando que são habilidades compartilhadas.Editora Mackenzie2019-04-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAPapplication/pdfapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1044210.5935/1980-6906/psicologia.v21n1p53-68The Journal Of Psychology: Theory and Practice ; Vol. 21 No. 1 (2019); 37-68Revista Psicología: Teoría y Práctica; Vol. 21 Núm. 1 (2019); 37-68Revista Psicologia: Teoria e Prática; v. 21 n. 1 (2019); 37-681980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442/7516http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442/7517Copyright (c) 2019 Neide de Brito Cunha, Acácia Aparecida Angeli Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCunha, Neide de BritoSantos, Acácia Aparecida Angeli2023-07-24T17:30:40Zoai:ojs.editorarevistas.mackenzie.br:article/10442Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-24T17:30:40Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Assessment of metatextual consciousness and its prediction of reading comprehension
EVALUACIÓN DE LA CONCIENCIA METATEXTUAL Y SU PREDICCIÓN DE COMPRENSIÓN DE LECTURA
Avaliação da Consciência Metatextual e sua Predição da Compreensão de Leitura
title Assessment of metatextual consciousness and its prediction of reading comprehension
spellingShingle Assessment of metatextual consciousness and its prediction of reading comprehension
Cunha, Neide de Brito
reading comprehension
elementary school
Cloze
validity
metatextual awareness
consciencia meta textual
comprensión de lectura
educación pri-maria
Cloze
validez
consciência metatextual
compreensão de leitura
ensino funda-mental
Cloze
validade
title_short Assessment of metatextual consciousness and its prediction of reading comprehension
title_full Assessment of metatextual consciousness and its prediction of reading comprehension
title_fullStr Assessment of metatextual consciousness and its prediction of reading comprehension
title_full_unstemmed Assessment of metatextual consciousness and its prediction of reading comprehension
title_sort Assessment of metatextual consciousness and its prediction of reading comprehension
author Cunha, Neide de Brito
author_facet Cunha, Neide de Brito
Santos, Acácia Aparecida Angeli
author_role author
author2 Santos, Acácia Aparecida Angeli
author2_role author
dc.contributor.author.fl_str_mv Cunha, Neide de Brito
Santos, Acácia Aparecida Angeli
dc.subject.por.fl_str_mv reading comprehension
elementary school
Cloze
validity
metatextual awareness
consciencia meta textual
comprensión de lectura
educación pri-maria
Cloze
validez
consciência metatextual
compreensão de leitura
ensino funda-mental
Cloze
validade
topic reading comprehension
elementary school
Cloze
validity
metatextual awareness
consciencia meta textual
comprensión de lectura
educación pri-maria
Cloze
validez
consciência metatextual
compreensão de leitura
ensino funda-mental
Cloze
validade
description This study aimed to reveal evidence of the validity of the Assessment Questionnaire of Metatextual Awareness (QACM). The main objective was to verify whether metatextual awareness could predict reading comprehension, and the secondary objectives were: to verify metatextual awareness and reading comprehension through two Cloze tests and the QACM; to search criterion validity evidence based on the variable “school year”; and to identify the internal consistency index of the items. The participants were 277 elementary school students from a public school in the state of São Paulo. The results showed that the students’ average scores increased from the 3rd to the 5th years ofschool, demonstrating a criterion validity of the school year. The QACM got a good internal consistency index of 0.80. The performance on the QACM explains 46% of the performance variance on the Cloze, showing that they are shared skills. Keywords: metatextual awareness; reading comprehension; elementary school;  Cloze; validity.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
AP
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442
10.5935/1980-6906/psicologia.v21n1p53-68
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442
identifier_str_mv 10.5935/1980-6906/psicologia.v21n1p53-68
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442/7516
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10442/7517
dc.rights.driver.fl_str_mv Copyright (c) 2019 Neide de Brito Cunha, Acácia Aparecida Angeli Santos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Neide de Brito Cunha, Acácia Aparecida Angeli Santos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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. 21 No. 1 (2019); 37-68
Revista Psicología: Teoría y Práctica; Vol. 21 Núm. 1 (2019); 37-68
Revista Psicologia: Teoria e Prática; v. 21 n. 1 (2019); 37-68
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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