Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition

Kathleen D. Allen · Thomas E. Hancock

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Reading and Literacy Development Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

Abstract

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This systematic metacognitive inquiry treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted with 196 intermediate elementary students in 10 classrooms. Each classroom had three experimental levels: cognitive assessment only (control group), cognitive assessment + profile awareness (profile awareness group), and cognitive assessment + profile awareness + metacognitive systematic inquiry (metacognitive systematic inquiry group). The treatment yielded significantly higher comprehension on a valid state standardized reading test, but not on an informal reading inventory.

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1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.1991Handbook of reading research 1978Toward a model of text comprehension and production.1998Comprehension: A Paradigm for Cognition 1994Assessing Metacognitive Awareness 1987Theoretical Models and Processes of Reading 2017Theoretical Issues in Reading Comprehension 1966Refinement and test of the theory of fluid and crystallized general intelligences.

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