The Moderating Effects of Prior Vocabulary on Growth in Comprehension and Metacognitive Monitoring

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Emotion, Identity, and Social Contexts in Learning

Abstract

This study investigated the effects of a 10-month metacognitive strategy intervention on fifth-grade students’ reading comprehension, calibration, and bias. Multilevel growth modeling was used to analyze students’ weekly comprehension assessments and metacognitive monitoring based on students’ confidence judgements. Results revealed significant, nonlinear growth in comprehension and calibration, with closely aligned trajectories. Bias also increased steadily over time. Prior vocabulary knowledge positively predicted initial comprehension and calibration and moderated their growth trajectories, but did not significantly influence bias. Students with higher vocabulary demonstrated more consistent gains. This work contributes to a more nuanced understanding of how comprehension, calibration, and bias co-develop over time, and deepens insight into the role of baseline vocabulary knowledge in reading comprehension.

Authors

• Willow Alston-Socha, North Carolina State University

• John L. Nietfeld, North Carolina State University