Lifelong Learn. 2015, 5, 54-78

https://doi.org/10.11118/lifele2015050254

Innovative Approaches to Metacognitive Knowledge Diagnostics: Validation of Metacognitive Knowledge Tool in a Specific Domain of Reading

Jaroslav Říčan1, Vlastimil Chytrý2, Ladislav Zilcher1

1Univerzita J. E. Purkyně v Ústí nad Labem, Pedagogická fakulta, Katedra pedagogiky, Hoření 13, 400 96 Ústí nad Labem, Czech Republic
2Univerzita J. E. Purkyně v Ústí nad Labem, Pedagogická fakulta, Katedra preprimárního a primárního vzdělávání, Hoření 13, 400 96 Ústí nad Labem, Czech Republic

Received March 31, 2015
Accepted June 10, 2015

The following article introduces results of empirical research which verifies the tool created for metacognitive knowledge diagnostics in a specific domain of reading (it is important to point out that this tool hasn’t been tested in Czech school environment yet). Researchers of educational psychology don’t have enough available alternatives to metacognitive knowledge diagnostics amongst young students because the tools which measure the frequency of use of metacognitive strategies frequently fail in school performance predictions. The tool used in this case study has been constructed based on the knowledge that metacognitive knowledge level is determined by ability (or its lack) to choose adequate strategy (chosen from the repertoire of available strategies, which are described due to the declarative knowledge of the individual) depending on the specifics of a certain learning task (condition knowledge). Based on this research we may conclude that the tool statistically significantly correlates with the level of reader's literacy (according to the score in PIRLS task), but also with the performance of the student (grades in the school subject Czech language).