Development and testing of a self-reference scale for assessing use of learning strategies for text comprehension in late elementary school students

The project aimed at developing and testing a self-reference scale for assessing use of learning strategies for text comprehension in late elementary school students. The results revealed that students’ strategies for reading comprehension can be grouped into three distinct categories: Strategies for deep comprehension, Strategies for repetition, Strategies for finding out hierarchy and relations of meanings. Students reported that they use less the deep comprehension strategies. 

Publications: Dermitzaki, I. & Papakosma N. (2020). Strategies for reading comprehension in late elementary school students: Relations with students’ motivation and emotion (pp. 56-93) (in greek). Vol. 13, Scientific Annals of the Department of Psychology, Aristotle University of Thessaloniki. https://ejournals.lib.auth.gr/psyannals