期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：2006
卷号：15
期号：6 (86)
页码：1005-1027
出版社：Institute of Social Sciences IVO PILAR
摘要：The aim of this study was to explore age and gender differences in comprehension monitoring, perceived use of reading strategies and reading comprehension, and their relationship. Participants were fifth– and eighth-grade elementary school students and third-grade high school students. In addition to the measure of reading comprehension, two measures of comprehension monitoring and Strategic Reading Questionnaire as a measure of perceived use of reading strategies were applied. Reading comprehension and comprehension monitoring showed continuous development with age. Female students showed better results than male students in reading comprehension in all three age groups. The perceived use of reading strategies showed a decrease between the fifth and the eighth grades, and that could be attributed to inadequate ability for self-assessment and reading strategy use in the fifth grade students. In comprehension monitoring female students were better than male students in the fifth and the eighth grades, but there was no gender difference in the third grade of high school. In the fifth and the eighth grades both measures of comprehension monitoring were significant predictors of reading comprehension, but in addition to comprehension monitoring, perceived use of reading strategies was also a significant predictor of reading comprehension in the third grade of high school.
