Metacognitive abilities in word identification and reading competence of poor readers: A comparison of the cognitive and metacognitive abilities in word identification subskill profiles of good and poor readers

Year: 1994

Author: Spedding ,Susan

Type of paper: Abstract refereed

Cognitive and metacognitive processing in reading at the word level has received little attention in the recent literature. This paper reports on research into cognitive and metacognitive processes at the word level.

A new analytic strategy for comparing the cognitive and metacognitive subskill profiles of children developing reading skills at different rates has been utilised: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. This method has been utilised to examine the reading subskill profiles of students in Grades 2 to 5 who are poor readers to determine whether these readers differ from competent readers or whether poor readers have the same subskill profiles but are lagging behind in the development of reading skills.

Using this strategy the reading subskill profiles of poor readers and competent readers were compared on a set of phonological processing and metacognitive abilities in word identification tasks, using both a decoding level and a comprehension level match design.

The results of this study suggest that a developmental lag theory alone is not sufficient to explain the differences between poor and competent readers. This finding has implications for the remediation of reading difficulties.