Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition

Abstract

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This systematic metacognitive inquiry treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted with 196 intermediate elementary students in 10 classrooms. Each classroom had three experimental levels: cognitive assessment only (control group), cognitive assessment + profile awareness (profile awareness group), and cognitive assessment + profile awareness + metacognitive systematic inquiry (metacognitive systematic inquiry group). The treatment yielded significantly higher comprehension on a valid state standardized reading test, but not on an informal reading inventory.