How Does Metacognitive Reading Strategies Affect Chinese Digital Reading Comprehension—An Empirical Analysis Based on PISA 2018
Based on PISA 2018 data from four provinces and cities in China,this paper analyzes the current status of students'metacognitive reading strategies by using a multi-layer linear model,and investigates the influence of different metacognitive reading strategies on Chinese digital reading comprehension in different dimensions,as well as the moderating role of word ability.The results show that Chinese students do not lack metacognitive reading strategies as commonly stereotyped,but they are only slightly behind in text summary strategies,and they perform better than the international students in other dimensions.Compared with other strategies,the text summary strategy,which is less developed among Chinese students,has minor impact on students'Chinese digital reading comprehension ability.Word ability significantly moderates the relationship between metacognitive reading strategies and Chinese digital reading comprehension ability.Specifically,students with weak word and word foundation are more in need of text comprehension and memory strategies,and text summary strategies have a more positive impact on digital reading comprehension of students with strong word and word ability.On the basis of objectively understanding students'metacognitive reading strategy level and understanding the influence mechanism of metacognitive reading strategy on digital reading comprehension,it is suggested to carry out individualized reading strategy teaching for students.
metacognitive reading strategiesdigital reading comprehensionword abilityPISA 2018compensatory-encoding model
NETL
NSTL
万方数据
