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UID:pretalx-athens-2026-DU9HAB@conference-hub.linguistic-society.com
DTSTART:20260422T090500Z
DTEND:20260422T092000Z
DESCRIPTION:Abstract\nThis study has adopted the underlying theoretical con
 cepts of metacognition (monitoring of any cognitive\ninitiative)\, executi
 ve functions (set of skills and abilities aimed at the execution of a goal
 ) and reading\nproficiency\, competence in reading comprehension (the proc
 ess by which cognitive and metacognitive\nstrategies and skills required t
 o construct meanings are put into action)\, in accordance to researchers a
 s\nFlavell (1981)\, Kato (1985) and Kleiman (1998). One of the cognitive a
 ctivities in that metacognition may\nbe evident is in reading\, through me
 tacognitive awareness of reading strategies and the use of\nmetacognitive 
 Reading strategies\, which involve conscience\, control and intentionality
  in purpose of\nreading.\nMetacognition may relate to reading proficiency\
 , there are studies that show relation between reading\nproficiency and pe
 rformance in some components of executive functions (EFs)\, such as workin
 g\nmemory\, inhibition\, attention and mental flexibility (DIAMOND\, 2013)
 .\nComponents of Executive Functions (EFs) are enhanced in bilinguals acco
 rding to some studies\nabout bilingual advantage\, a non consensual constr
 uct dealing with the best performance of bilinguals in\nrelation to monoli
 nguals. Considering these theoretical aspects\, which factor can better ex
 plain\nmetacognition in reading in first language (Portuguese): reading pr
 oficiency in L1 (Portuguese) and L2\n(English) - monolingual or bilingual 
 status – or habilities in EFs? To answer that research question\, it was
 \ncarried out an empirical study whose general objective was to verify the
  factor of greater influence. The\nstudy was conducted with 54 university 
 students\, average age of 25.8 years\, divided into four mutually\nexclusi
 ve groups of high and low proficiency reading levels in Portuguese and Eng
 lish\, which carried out\nthe following tests: a) the self-report likert s
 cale of Mokthari and Reichard (2002) – MARSI -\nMetacognitive Awareness 
 of Reading Strategies Inventory\, b) the comprehension test and evaluation
  of\nthe use of strategies designed by the author\, from a verbal written 
 retrospective protocol\; c) EFs tasks:\nDigit Span (WECHSLER\, 1997)\, Wor
 dspan (FONSECA\; SALES\; PARENTE\, 2009\; WESCHLER\,\n1997) and Trail Maki
 ng Test (RABELO et al.\, 2010).\nCorrelation was observed between MARSI an
 d strategies in L1 and L2 reading proficiency\, as well as\nbetween strate
 gies and EFs\, but not between MARSI and EFs. Reading proficiency in L1 an
 d L2 showed\nmore impact than EFs on metacognition in reading in L1. Resul
 ts were discussed in the light of\nassumptions based on conceptual framewo
 rk and literature review. It is expected that the data of this\nresearch m
 ay contribute to highlight the importance of the role of metacognitive awa
 reness of reading\nprocesses and of the development of reading proficiency
  in mother tongue.
DTSTAMP:20260419T080840Z
LOCATION:Main Auditorium
SUMMARY:The interplay of L1 and L2 reading proficiency and executive functi
 ons on metacognition in reading - Diane Bencke
URL:https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/
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