Dobne i spolne razlike u nekim vidovima metakognicije i razumijevanja pri čitanju
Age and Gender Differences in Some Aspects of Metacognition and Reading Comprehension

Summary/Abstract: The aim of this study was to explore age and gender differences in comprehension monitoring, perceived use of reading strategies and reading comprehension, and their relationship. Participants were fifth– and eighth-grade elementary school students and third-grade high school students. In addition to the measure of reading comprehension, two measures of comprehension monitoring and Strategic Reading Questionnaire as a measure of perceived use of reading strategies were applied. Reading comprehension and comprehension monitoring showed continuous development with age.

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