Goal orientation and reading comprehension strategy use among students with and without reading difficulties |
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| Institution: | 1. Department of Special Education, University of Thessaly, Argonafton & Filellinon, 38221 Volos, Greece;2. G.Gennimata 61–63, 55134 Kalamaria, Greece;1. Department of Biological Sciences, Faculty of Science, University of Calgary, 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada;1. Department of Radiation Oncology, School of Medicine, Washington University in St. Louis, St. Louis, Missouri, USA;1. Charles University in Prague, Faculty of Mathematics and Physics, Department of Macromolecular Physics, Prague 18000, Czech Republic;2. School of Physics, University of Sydney, NSW 2006, Australia;3. School of Molecular Bioscience, University of Sydney, NSW 2006, Australia;4. Institute of Physiology of Czech Academy of Science, Prague 14220, Czech Republic;1. American University of Sharjah, Department of Mathematics, PO Box 26666, Sharjah, United Arab Emirates;2. School of Mathematics and Applied Statistics, University of Wollongong, Wollongong, NSW 2522, Australia |
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| Abstract: | Our aim in this paper was to provide an analysis of goal orientation parameters with respect to reading comprehension strategy use for students with and without reading difficulties (RD). Non-RD students appeared to be more mastery oriented and less performance avoidant compared to RD ones. Also, non-RD students used, more, deeper, more sophisticated and complex ones compared to those of RD students (who used fewer and more surface strategies). Non-RD children appeared to metacognitively monitor their comprehension process while their RD classmates were either ignorant of the existing comprehension problems or bridged meaning gaps in inappropriate ways. |
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