La Escala de Conciencia Lectora (ESCOLA): Un Instrumento para Evaluar Metacognición y Funciones Ejecutivas en Tareas de Lectura
- Jiménez Rodríguez, Virginia
- Alvarado Izquierdo, Jesús María
- Fernández Lozano, María Paz
- Puente Ferreras, Aníbal
ISSN: 0124-1265
Year of publication: 2010
Volume: 10
Issue: 1
Pages: 96-116
Type: Article
More publications in: Revista Neuropsicología, Neuropsiquiatría y Neurociencias
Abstract
Here we discuss ESCOLA critically, an instrument constructed to assess executive-metacognitive functions while subjects performing tasks of reading comprehension. The objective of the study was to examine the theoretical foundations, the psychometric goodness and conceptual limitations of the test. The underlying grounds of ESCOLA are Flavell´s theory and guidelines marked by Jacobs and Paris. ESCOLA responds to a matrix structure (3 x 3) combining three metacognitive processes (planning, monitoring and evaluation) and three variables (task, person and text). ESCOLA uses a multiple choice structure with three alternatives each of them represents a different level of reading awareness (low, medium and high). The scale obtains indexes of reliability and validity appropriate for this kind of instrument and overcomes some difficulties and problems encountered in other similar instruments.