The Study On Reading Metacomprehension And Its Relationship With Self-regulated Study For Grade5Students

Metacomprehension is one of the important achievements related with metacognition, which is concerned about the readers’monitoring and regulation while reading, and it is a kind of Judgement Of Learning (JOL). At present, the study of metacomprehension is focusing on the judgement of metacomprehension accuracy and it’s delayed-effect.In this study we tried to integrate past research in theoretical results, and selected the participant carefully, from education psychology and cognitive psychology angle, combined the theoretical research with practical application, explored the metacomprehension level, metacomprehension accuracy and its relationship with self-regulated study. As a kind of metacognitive ability, we pay more attention to its practical significance for students’ reading and learning. We selected Grade5students as participants, adopted the canonical model of metacomprehension study-error detection and calibration of comprehension-to examine the relationship between comprehension monitoring and their performance in reading comprehension of Grade5students.On the basis of this, we the delayed-effect on metacomprehension further more. Finally, we inspected whether delayed-effect can promote students’self-regulated study by improving the accuracy of metacomprehension.The study conclusions were as follows:1. Under error detection paradigm we discovered that average error detection rate is32%for Grade5students. This showed that the Grade5students already have some metacomprehension ability in reading process, but the metacomprehension ability was low;2. Grade5students’metacomprehension ability had significantly positive correlated with reading scores. This showed that students’metacomprehension ability have direct influence to reading scores;3. Under calibration of comprehension model we discovered that Grade5students already have certain metacomprehension ability, but the accuracy of evaluation was not so high;4. Delayed-effect existed in Grade5students’metacomprehension, namely the delayed-group students’metacomprehension accuracy is higher than the other two groups;5. Delayed-summarize conduced to more self-regulated study in the process of metacomprehension.