Comparisons of the Attributional Styles, Strategy Use and Metacognitive Ability Among the Students with Different Reading Abilities

Author: Ching-Chih Kuo(Science Education Center, National Taiwan Normal University)

Abstract：

The main purpose of this study was to compare the attributional styles, reading motivation, strategy use, and metacognition of two groups students with different reading comprehensive ability.
The subjects were llth grade students selected from the four senior high schools engaged in gifted educatrion in Taipei area. There Were 143 gifted students talented in Math and Science and 323 average students. Among of them, 167 were identified as high reading ability in Chinese, 131 were identified as low reading ability in Chinese; While 179 were iden-tified as high reading ability in English, 139 were identified as low reading ability in English.
Instruments used are: (1) Success/Failure Attribution Scale, (2) Read-ing Attitude Questionnaire, (3) Strategy Use Questionnaire, (4) Errordetect-ing Test, (5) Reading Strategy Interview Scale, (6) Chinese Reading Com-prehension Test and Self-Prediction Checklist, (7) English Reading Compre-hension Test and Self-Prediction Checklist. The results are as followings:
1. The high reading ability group showed better achievement motiva-tion, lower fear of failure, and better reading attitude than the low read-ing ability group.
2. The high reading ability group reported use more strategies than the low reading ability group while reading.
3. The high reading ability group behaved higher metacognitive skills than the the low reading ability group, but there is no significant differ-ence of the error-detecting ability between the two groups. The researcher suggested school teachers to help the students improve their critical ability in the future.

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