High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation

Figures & data

TABLE 1 Descriptive Statistics and Differences Between High and Low Reading Comprehension Achievers

	Total Sample		High Achievers		Low Achievers
	M	SD	M	SD	M	SD	F	df	p	ES
Comprehension	15.08	5.11	19.70	2.51	11.40	3.31	85.669	1, 43	.000
achievement
Concentration	3.41	.71	3.86	.19	3.05	.77	21.242	1, 43	.000	.33
Analyzing/combining	2.55	.94	3.46	.44	1.82	.49	135.496	1, 43	.000	.76
activities
Choosing main	2.56	.90	3.46	.40	1.85	.43	164.884	1, 43	.000	.79
and trivial
Planning	2.52	1.02	3.52	.46	1.72	.51	150.291	1, 43	.000	.78
Monitoring	2.57	1.00	3.52	.44	1.81	.57	120.326	1, 43	.000	.74
Evaluating	2.45	.87	3.26	.54	1.80	.41	104.872	1, 43	.000	.71
Awareness of	2.60	.91	3.48	.44	1.89	.45	137.907	1, 43	.000	.76
errors
Initiative	3.25	.67	3.70	.33	2.88	.66	25.575	1, 43	.000	.37
Working	3.29	.61	3.71	.28	2.95	.59	27.812	1, 43	.000	.39
autonomously
Persistence	3.42	.63	3.88	.19	3.06	.63	31.097	1, 43	.000	.42
Maintaining	3.42	.62	3.85	.25	3.15	.66	19.913	1, 43	.000	.32
motivation

TABLE 2 Pearson Correlations Between Performance in Reading Comprehension and Employment of Strategic Behaviors in High and Low Reading Comprehension Achievers

	Reading Comprehension Performance
	Total	High	Low
	Sample	Achievers	Achievers
Concentration	.71∗∗	.58∗∗	.55∗∗
Analyzing and combining activities	.93∗∗	.80∗∗	.77∗∗
Choosing between main and trivial	.93∗∗	.77∗∗	.78∗∗
Planning	.94∗∗	.84∗∗	.81∗∗
Monitoring of the activities	.93∗∗	.76∗∗	.77∗∗
Evaluating	.91∗∗	.74∗∗	.77∗∗
Awareness of errors	.93∗∗	.76∗∗	.83∗∗
Initiative	.72∗∗	.46∗	.51∗∗
Working autonomously	.71∗∗	.24	.50∗∗
Persistence	.77∗∗	.57∗∗	.59∗∗
Maintaining motivation	.72∗∗	.74∗∗	.53∗∗
Notes.