Comprehension, metacomprehension, and instructional implications for college students

Abstract

Abstract Within the last decade, researchers have begun to make large strides in understanding the complex process of reading comprehension. By examining the interactive processes involved in comprehending, researchers are concluding that readers use their prior knowledge to actively construct meaning from printed material. Concern over readers awareness of and control over factors involved in the reading process has led to research in metacomprehension. This research involves such factors as: (1) person variables, (2) task variables, and (3) strategy variables. Current research has definite implications for classroom instruction with college students. College teachers may utilize research in comprehension and metacomprehension by creating a climate of inquiry that encourages students to activate prior knowledge and evaluate the appropriateness of available ideas. Teachers need to help students perceive the organization of texts and make connections between different learning activities.