Comprehension calibration and recall prediction accuracy of texts: Reading skill, reading strategies, and effort.

Abstract

High school students at 3 levels of verbal skill rated their own recall (prediction accuray) and comprehension (calibration accuracy) of 3 expository texts accompanied by 3 different sets of instructions. All sets of instructions emphasized reading for understanding, and two of them also involved key words (given or personally selected), which were to be used during study. Students assessed which instructions they preferred and estimated their general verbal and memory skills. Three major results were obtained: (a) Students seemed to assess their general verbal and memory skills quite well. (b) Acceptable levels of comprehension calibration and recall prediction accuracy were found. Verbal-skill differences were found for recall prediction accuracy but not for comprehension calibration accuracy. (c) Students had study preference-the most preferred way to study increased performance but reduced prediction accuracy.

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