Metacomprehension Across the Lifespan: Influence of Education and Instructional Support
We examined the ability of younger and older adults to evaluate and regulate their comprehension during the reading of expository texts, as a function of their educational level (participants either had a high school education or had attended some college) and instructional support (instructions indicated that texts had inconsistencies or not). We also examined adults’ memory for passages read. Adults’ skills at evaluating their comprehension on-line as well as using reading strategies were affected by educational level; verbal reports of inconsistencies following reading were affected by age and educational level. Adults’ use of a selective rereading strategy when confronted with contradictory information was related to overall passage recall.
Procedia: Social and Behavioral Sciences
Zabrucky, K. M.,
Agler, L. L.
(2012). Metacomprehension Across the Lifespan: Influence of Education and Instructional Support. Procedia: Social and Behavioral Sciences, 46, 601-604.
Available at: https://aquila.usm.edu/fac_pubs/17009