Metamemorial Knowledge of Good and Poor Readers: A Developmental Perspective

Abstract

Torgesen (1977b) suggested that reading-disabled children exhibit passivity in learning situations; they fail to employ strategies that enhance learning. Such passivity resembles that of young children who lack awareness of the utility of strategies that enhance cognitive efficiency in a variety of situations (e.g., listening, reading, and memory tasks). Such awareness is one aspect of metamemory, and children with reading problems may lag behind other children with regard to this aspect. Good readers (second-, third-, and fifth-graders) and poor readers (third- and fifth-graders) were interviewed to determine their level of knowledge about a number of variables that affect memory in real-life situations. Each child was asked questions concerning his or her memory ability, and then was shown pictures depicting manipulations of the variables number, time, category, and strategy, as well as two-way combinations of the four variables. Results generally failed to support the developmental lag hypothesis. Poor readers did not resemble younger children in their awareness of variables that affect memory but exhibited knowledge commensurate with that of good readers in the same grade.