Metacognitive processes in reading and their relation to text comprehension of preschool age children
Abstract
Chapter 3 Metacognitive processes in reading and their relation to text comprehension of preschool age children focuses on the development of metacognitive knowledge, which is mainly associated with the development of the theory of mind and language development, as well as the development of metacognitive processes of monitoring and regulation, which gradually develop with age but depend mainly on adult's feedback. The analyses of our data indicate that higher accuracy of metacognitive monitoring of children's own text comprehension and metacomprehension is associated with a higher level of text comprehension and with more complex narrative production.
And also, that the accuracy of metacognitive monitoring has relation to implicit and explicit text comprehension, and the level of text comprehension predicts the level of narrative production in children.