Centre for Linguistic Sciences, Beijing Normal University at Zhuhai, China.
University of Auckland, New Zealand.
Br J Educ Psychol. 2021 Dec;91(4):1202-1230. doi: 10.1111/bjep.12413. Epub 2021 Mar 11.
Limited studies have been conducted on delineating the rationale behind individual differences in children developing metacognitive knowledge, as well as reading and writing proficiency.
This study examined the dynamics of children's development of metacognitive knowledge as well as reading and writing proficiency during their progression from Grade 1 to Grade 6.
SAMPLE(S): A total of 420 students participated in the study, who were tested 6 times to assess their metacognitive knowledge, reading, and writing proficiency.
The participants were invited to complete three tests: metacognitive knowledge, reading, and writing, which were administered at the end of each grade year.
Three variables (i.e., metacognitive knowledge, reading, and writing) showed high stability and increasing variance over time. These findings suggest individual differences in children's development of metacognitive knowledge, as well as reading and writing proficiency. Students' metacognitive knowledge grew more quickly among those who entered primary school with already strong metacognitive skills; the same was true for their reading and writing development. Results also revealed predictive effects of students' metacognitive knowledge on their reading and writing performance. Implications are discussed based on these findings.
关于儿童在元认知知识、阅读和写作能力方面发展的个体差异的原因，目前研究有限。
本研究考察了儿童从一年级到六年级的发展过程中元认知知识以及阅读和写作能力的发展动态。
共有 420 名学生参与了这项研究，他们被测试了 6 次，以评估他们的元认知知识、阅读和写作能力。
邀请参与者完成三个测试：元认知知识、阅读和写作，分别在每个年级结束时进行。
三个变量（即元认知知识、阅读和写作）表现出较高的稳定性和随时间增加的变异性。这些发现表明，儿童元认知知识以及阅读和写作能力的发展存在个体差异。在进入小学时已经具有较强元认知技能的学生中，元认知知识的发展速度更快；阅读和写作发展也是如此。研究结果还揭示了学生元认知知识对其阅读和写作表现的预测效应。基于这些发现，讨论了其含义。
