Metacognição e compreensão leitora: análise quanti-qualitativa do desempenho de universitários ingressantes

Abstract

Higher education is a very important step for the formation of an individual, turned to the acquisition of knowledge, which is up to mold him or her as a student, professional, citizen and as a person. Reading is the process through which most of the knowledge can be acquired by the student. While initiating academic life, the student faces a significant raise in reading activities leading to acquire new knowledge if compared to previous schooling stages. Literature has pointed that more proficient readers have better monitoring of their reading comprehension, if compared to the ones who are considered poor readers (TOMITCH, 2003; GARNER, 2005). Taking this into account, this research revisited data from the initial stage of another research, by Finger-Kratochvil (2010), in her study with higher education entering students, and it analyzed, focusing on metacognition, data from a selfassessment questionnaire and from reading activities. A quantitative and qualitative observation of the data was done. Results show that the students have expressed more self-confidence related to using previous knowledge than to integrating different elements within texts. Also, among some of the students, the probable incidence of illusion of knowing phenomenon was observed (EPSTEIN; GLENBERG; BRADLEY, 1984; TOMITCH, 2003; EAKIN, 2005), once they had expressed feeling of knowing how to related to metacognitive strategies which did not happen to be effective in the scores obtained by the same students. Besides that, it is possible to point, among the results, some data that corroborates Dunlosky and Rawson (2012), to whom the expression of self-confidence related to reading comprehension can influence negatively the scores in reading comprehension activities. It was observed, among the students who had achieved higher general scores in comprehension tasks, a better coherence between what they think they can perform and their performance in the reading activities they answered. From a point of view focused on an active and strategic reader (GARNER, 1995; KINTSCH; VAN DIJK, 1983), the discussion within this dissertation was centered in metacognitive aspects of reading comprehension.