Examining the Relationship Among Automaticity, Metacognition, and Text Genre in Reading Comprehension

• In Event: Investigating the Role of Metacognition in Comprehension Processes

Abstract

Automaticity and language comprehension are two fundamental components of reading and have been posited to predict of reading comprehension. However, reading comprehension incorporates various cognitive processes and can be confounded by text genre. This study used structural equation modelling (SEM) to examine the role of automaticity and metacognition on students’ reading comprehension when presented with narrative and expository text. Results revealed automaticity directly predicted narrative reading comprehension, but metacognition mediated the effects of automaticity and language comprehension on expository comprehension.

Author

• Melissa R. Hunte, University of Toronto