Medición de estrategias metacognitivas mediante la escala de conciencia lectora: ESCOLA

Translated title of the contribution: Measuring metacognitive strategies using the reading awareness scale ESCOLA

Virginia Jiménez, Aníbal Puente, Jesús M. Alvarado, Lorena Arrebillaga

    Research output: Contribution to journalArticlepeer-review

    29 Citations (Scopus)


    Introduction: Current cognitive approaches highlight the importance of metacognition. "Learning how to learn" facilitates awareness of one's own learning processes, how they work, how to optimize their functioning, control of reading process, and so on. Acquisition of these skills is one of the new educational requirements for students, as is recorded in many educational reform plans in Europe, North America and Latin America. Method: The test includes 56 items that represent "reading situations" ; each situation offers three alternatives from which the reader must make a choice. The option selected reveals how readers "perceive themselves" and "how they believe they would act" if faced with these dilemmas. Each option expresses a different degree of reading awareness. The test has been validated with Spanish and Argentine samples, making up a total sample of 684 students from ages 8 to 13 (375 Spaniards and 309 Argentines). Results: Results indicate that the ESCOLA instrument can quickly and accurately gather information about a student's level of reading awareness. Younger students have a lower level of reading awareness than the older students. Conclusions: In addition to identifying students with low reading awareness, results obtained from ESCOLA make it possible to design specific intervention programs for metacognitive strategies in the area of reading. Currently there is no existing product with these features. Modern psychologists and educators consider that metacognitive training is a crucial aspect of developing reflection, autonomous learning and construction of knowledge on the part of teachers and students.

    Translated title of the contributionMeasuring metacognitive strategies using the reading awareness scale ESCOLA
    Original languageSpanish
    Pages (from-to)779-804
    Number of pages26
    JournalElectronic Journal of Research in Educational Psychology
    Issue number2
    Publication statusPublished - Sept 2009

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology


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