Cordula Artelt|Ulrich Schiefele|Wolfgang Schneider
Predictors of reading literacy
Max Planck Institute for Human Development|Bielefeld University
two reading literacytext comprehension tests different demands online comprehension vs memorybased comprehension administered 6104 15yearold students german states school types combined specific effects proximal distal variables smallscale psychological research well largescale educational studies text comprehension measure investigated metacognitive knowledge decoding speed number books home indicator family background found specific large effects online comprehension accounted 46 percent variance highest effects metacognition metacognitive knowledge also highly predictive effects specific prior knowledge thematic interest memorybased text comprehension estimated simultaneously addition students showed relative strength building coherent representation specific texts memorybased text comprehension characterised high amounts prior knowledge thematic interest thereby underlining importance student characteristics learning