{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,20]],"date-time":"2026-03-20T08:09:01Z","timestamp":1773994141333,"version":"3.50.1"},"reference-count":58,"publisher":"Colegio Oficial de Psicologos de Madrid","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,11,2]]},"DOI":"10.5093\/psed2021a26","type":"journal-article","created":{"date-parts":[[2021,10,5]],"date-time":"2021-10-05T16:54:10Z","timestamp":1633452850000},"page":"23-29","source":"Crossref","is-referenced-by-count":7,"title":["The Relationship between Metacomprehension and Reading Comprehension in Spanish as a Second Language"],"prefix":"10.5093","volume":"28","author":[{"given":"Carla","family":"M\u00edguez-\u00c1lvarez","sequence":"first","affiliation":[]},{"given":"Miguel","family":"Cuevas-Alonso","sequence":"additional","affiliation":[]},{"given":"M\u00e1rio","family":"Cruz","sequence":"additional","affiliation":[]}],"member":"3052","reference":[{"issue":"6","key":"key20211223132123716_B01","doi-asserted-by":"publisher","first-page":"1063","DOI":"10.1007\/s11251-011-9202-5","article-title":"Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students\u2019 reading performance and strategy transfer","volume":"40","author":"Aghaie","year":"2012","journal-title":"Instructional Science"},{"issue":"2","key":"key20211223132123716_B02","doi-asserted-by":"publisher","first-page":"135","DOI":"10.4321\/S1137-66272008000300004","article-title":"Validaci\u00f3n de la Escala INFLESZ para evaluar la legibilidad de los textos dirigidos a pacientes","volume":"31","author":"Barrio-Cantalejo","year":"2008","journal-title":"Anales del Sistema Sanitario de Navarra"},{"key":"key20211223132123716_B03","doi-asserted-by":"crossref","first-page":"205","DOI":"10.15700\/saje.v32n2a557","article-title":"Making a case for the teaching of reading across the curriculum in higher education","volume":"32","author":"Bharuthram","year":"2012","journal-title":"South African Journal of Education"},{"issue":"1","key":"key20211223132123716_B04","first-page":"721","article-title":"La metacomprensi\u00f3n en relaci\u00f3n a la comprensi\u00f3n lectora [Metacomprehension and its relationship to reading comprehension]","volume":"3","author":"Blasco Serrano","year":"2010","journal-title":"International Journal of Developmental and Educational Psychology"},{"issue":"3","key":"key20211223132123716_B05","first-page":"384","article-title":"Validity of a reading comprehension test for Portuguese students","volume":"25","author":"Cadime","year":"2013","journal-title":"Psicothema"},{"issue":"1","key":"key20211223132123716_B06","first-page":"70","article-title":"Teaching Portuguese to Spanish speakers: A case for trilingualism","volume":"93","author":"Carvalho","year":"2010","journal-title":"Hispania"},{"key":"key20211223132123716_B07","first-page":"27","volume-title":"Proceedings of the 17th and 18th Annual Institutes for Learning Assistance Professionals: 1996 and 1997","author":"Caverly","year":"1997"},{"issue":"1","key":"key20211223132123716_B08","doi-asserted-by":"publisher","first-page":"25","DOI":"10.1080\/10790195.2004.10850166","article-title":"The effectiveness of strategic reading instruction for college developmental readers","volume":"35","author":"Caverly","year":"2004","journal-title":"Journal of College Reading and Learning"},{"issue":"5","key":"key20211223132123716_B09","first-page":"2457","article-title":"Identifying metacognitive strategies through learners\u2019 reading comprehension: A review of related studies","volume":"26","author":"Channa","year":"2014","journal-title":"Science International"},{"key":"key20211223132123716_B10","volume-title":"Representaci\u00f3n e inferencia. El proceso de la interpretaci\u00f3n","author":"Cueto Vallverd\u00fa","year":"2002"},{"key":"key20211223132123716_B11","volume-title":"PROLEC-R. Bater\u00eda de Evaluaci\u00f3n de los Procesos Lectores, Revisada","author":"Cuetos","year":"2014"},{"issue":"4","key":"key20211223132123716_B12","doi-asserted-by":"publisher","first-page":"459","DOI":"10.1111\/j.1540-4781.1993.tb01993.x","article-title":"How do L1 and L2 reading differ? Evidence from think aloud protocols","volume":"77","author":"Davis","year":"1993","journal-title":"The Modern Language Journal"},{"key":"key20211223132123716_B13","doi-asserted-by":"crossref","first-page":"137","DOI":"10.1002\/9780470713181.ch6","volume-title":"Handbook of applied cognition","author":"Dunlosky","year":"2007"},{"issue":"3","key":"key20211223132123716_B14","doi-asserted-by":"publisher","first-page":"390","DOI":"10.7334\/psicothema2013.46","article-title":"Invariance levels across language versions of the PISA 2009 reading comprehension test in Spain","volume":"25","author":"Elos\u00faa","year":"2013","journal-title":"Psicothema"},{"issue":"89","key":"key20211223132123716_B15","doi-asserted-by":"publisher","first-page":"332","DOI":"10.4067\/S0718-09342015000300003","article-title":"The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study","volume":"48","author":"Escudero","year":"2015","journal-title":"Revista Signos"},{"issue":"4","key":"key20211223132123716_B16","first-page":"442","article-title":"Comparison of reading-writing patterns and performance of students with and without reading difficulties","volume":"26","author":"Fidalgo","year":"2014","journal-title":"Psicothema"},{"issue":"3","key":"key20211223132123716_B17","doi-asserted-by":"publisher","first-page":"265","DOI":"10.1007\/s11409-014-9116-0","article-title":"Does the detection of misunderstanding lead to its revision?","volume":"9","author":"Garc\u00eda-Rodicio","year":"2014","journal-title":"Metacognition and Learning"},{"issue":"1","key":"key20211223132123716_B18","doi-asserted-by":"publisher","first-page":"84","DOI":"10.3758\/BF03197714","article-title":"Inexpert calibration of comprehension","volume":"15","author":"Glenberg","year":"1987","journal-title":"Memory & Cognition"},{"issue":"2","key":"key20211223132123716_B19","doi-asserted-by":"publisher","first-page":"188","DOI":"10.1177\/0033688208092184","article-title":"Metacognitive instruction for second language listening development theory","volume":"39","author":"Goh","year":"2008","journal-title":"RELC Journal"},{"issue":"3","key":"key20211223132123716_B20","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1093\/elt\/ccl002","article-title":"Metacognitive instruction in listening for young learners","volume":"60","author":"Goh","year":"2006","journal-title":"ELT Journal"},{"key":"key20211223132123716_B21","doi-asserted-by":"publisher","first-page":"19","DOI":"10.5565\/rev\/doblele.56","article-title":"Alfabetizaci\u00f3n metacognitiva para el desarrollo de la comprensi\u00f3n auditiva en segundas lenguas: fundamentos para la did\u00e1ctica de ELE","volume":"5","author":"G\u00f3mez \u00c1lvarez","year":"2019","journal-title":"Doblete. Revista de Lengua y Literatura"},{"key":"key20211223132123716_B22","volume-title":"Reading in a second language. Moving from theory to practice","author":"Grabe","year":"2009"},{"key":"key20211223132123716_B23","volume-title":"Language, text and context","author":"Halliday","year":"1985"},{"issue":"1","key":"key20211223132123716_B24","first-page":"39","article-title":"Metacognici\u00f3n y comprensi\u00f3n oral en L2. Observaci\u00f3n de la pr\u00e1ctica docente en nivel universitario","volume":"18","author":"Hern\u00e1ndez Wilson","year":"2016","journal-title":"Redie. Revista Electr\u00f3nica de Investigaci\u00f3n Educativa"},{"key":"key20211223132123716_B25","first-page":"95","article-title":"Estrategias inferenciales en la comprensi\u00f3n lectora","volume":"13","author":"Jouini","year":"2005","journal-title":"Glosas Did\u00e1cticas"},{"issue":"6","key":"key20211223132123716_B26","doi-asserted-by":"publisher","first-page":"436","DOI":"10.1080\/10888438.2016.1214591","article-title":"Is the whole greater than the sum of its parts? Modeling the contributions of language comprehension skills to reading comprehension in the upper elementary grades","volume":"20","author":"Kieffer","year":"2016","journal-title":"Scientific Studies of Reading"},{"issue":"1","key":"key20211223132123716_B27","doi-asserted-by":"publisher","first-page":"93","DOI":"10.1080\/17501229.2017.1364252","article-title":"Teaching second language reading comprehension: The effects of classroom materials and reading strategy use","volume":"13","author":"Kung","year":"2017","journal-title":"Innovation in Language Learning and Teaching"},{"key":"key20211223132123716_B28","volume-title":"ECOMPLEC. Evaluaci\u00f3n de la comprensi\u00f3n lectora","author":"Le\u00f3n","year":"2012"},{"issue":"1","key":"key20211223132123716_B29","doi-asserted-by":"publisher","first-page":"66","DOI":"10.7334\/psicothema2018.163","article-title":"Metacomprehension skills depend on the type of text: An analysis from differential item functioning","volume":"31","author":"Le\u00f3n","year":"2019","journal-title":"Psicothema"},{"issue":"3","key":"key20211223132123716_B30","doi-asserted-by":"publisher","first-page":"175","DOI":"10.1007\/s11409-008-9025-1","article-title":"Metacomprehension effects situated within an anchoring and adjustment framework","volume":"3","author":"Linderholm","year":"2008","journal-title":"Metacognition and Reading"},{"issue":"8","key":"key20211223132123716_B31","doi-asserted-by":"publisher","first-page":"943","DOI":"10.1080\/13562517.2014.934345","article-title":"Student connections with academic texts: A phenomenographic study of reading","volume":"19","author":"MacMillan","year":"2014","journal-title":"Teaching in Higher Education"},{"issue":"1","key":"key20211223132123716_B32","doi-asserted-by":"publisher","first-page":"126","DOI":"10.3758\/BF03200769","article-title":"The relationship between comprehension and metacomprehension ability","volume":"1","author":"Maki","year":"1994","journal-title":"Psychonomic Bulletin & Review"},{"issue":"4","key":"key20211223132123716_B33","doi-asserted-by":"publisher","first-page":"553","DOI":"10.1174\/021037009789610412","article-title":"Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos","volume":"32","author":"Ma\u00f1\u00e1","year":"2009","journal-title":"Infancia y Aprendizaje"},{"issue":"3","key":"key20211223132123716_B34","doi-asserted-by":"publisher","first-page":"194","DOI":"10.1080\/10888438.2017.1278763","article-title":"Developmental relations between reading comprehension and reading strategies","volume":"21","author":"Muijselaar","year":"2017","journal-title":"Scientific Studies of Reading"},{"key":"key20211223132123716_B35"},{"issue":"1","key":"key20211223132123716_B36","first-page":"136","article-title":"Principles guiding vocabulary learning through extensive reading","volume":"27","author":"Nation","year":"2015","journal-title":"Reading in a Foreign Language"},{"key":"key20211223132123716_B37","volume-title":"Language learning strategies: What every teacher should know","author":"Oxford","year":"1990"},{"issue":"2","key":"key20211223132123716_B38","doi-asserted-by":"publisher","first-page":"75","DOI":"10.5093\/ed2013a13","article-title":"Comprehension strategies while reading expository texts in Spanish (L1) and English (L2)","volume":"19","author":"Perry","year":"2013","journal-title":"Psicolog\u00eda Educativa"},{"issue":"1","key":"key20211223132123716_B39","doi-asserted-by":"publisher","first-page":"26","DOI":"10.1191\/0265532203lt243oa","article-title":"A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance","volume":"20","author":"Phakiti","year":"2003","journal-title":"Language Testing"},{"issue":"1","key":"key20211223132123716_B40","first-page":"18","article-title":"Predicting NESB international postgraduate students\u2019 academic achievement: a structural equation modeling approach","volume":"3","author":"Phakiti","year":"2008","journal-title":"International Journal of Applied Educational Studies"},{"key":"key20211223132123716_B41","volume-title":"ESCOLA. Escala de conciencia lectora. Manual","author":"Puente","year":"2009"},{"key":"key20211223132123716_B42","first-page":"25","volume-title":"Handbook of college reading and study strategy research","author":"Pugh","year":"2000"},{"issue":"1","key":"key20211223132123716_B43","doi-asserted-by":"publisher","first-page":"36","DOI":"10.5539\/elt.v7n1p36","article-title":"Metacognition and second\/foreign language learning","volume":"7","author":"Raoofi","year":"2014","journal-title":"English Language Teaching"},{"issue":"1","key":"key20211223132123716_B44","doi-asserted-by":"publisher","first-page":"105","DOI":"10.17323\/2411-7390-2018-4-1-105-116","article-title":"EFL reading metacomprehension from the developmental perspective: A longitudinal case study","volume":"4","author":"Samo","year":"2018","journal-title":"Journal of Language and Education"},{"issue":"2","key":"key20211223132123716_B45","doi-asserted-by":"publisher","first-page":"254","DOI":"10.1111\/j.1467-9817.2008.01388.x","article-title":"The developmental nature of meta-cognition and the relationship between knowledge and control over time","volume":"32","author":"Schmitt","year":"2009","journal-title":"Journal of Research in Reading"},{"key":"key20211223132123716_B46","volume-title":"Memory development between two and twenty","author":"Schneider","year":"1998","edition":"2nd ed."},{"key":"key20211223132123716_B47"},{"issue":"4","key":"key20211223132123716_B48","doi-asserted-by":"publisher","first-page":"409","DOI":"10.1111\/1467-9817.12048","article-title":"Metacognitive online reading strategy use: Readers\u2019 perceptions in L1 and L2","volume":"39","author":"Taki","year":"2015","journal-title":"Journal of Research in Reading"},{"issue":"3","key":"key20211223132123716_B49","doi-asserted-by":"publisher","first-page":"249","DOI":"10.1080\/0270271970180303","article-title":"The relationship between reading comprehension processes in L1 and L2","volume":"18","author":"Tang","year":"1997","journal-title":"Reading Psychology: An International Quarterly"},{"issue":"4","key":"key20211223132123716_B50","doi-asserted-by":"publisher","first-page":"283","DOI":"10.1080\/027027100750061930","article-title":"College students\u2019 academic performance and self-reports of comprehension strategy use","volume":"21","author":"Taraban","year":"2000","journal-title":"Reading Psychology"},{"issue":"6","key":"key20211223132123716_B51","doi-asserted-by":"publisher","first-page":"1267","DOI":"10.1037\/0278-7393.31.6.1267","article-title":"Understanding the delayed-keyword effect on metacomprehension accuracy","volume":"31","author":"Thiede","year":"2005","journal-title":"Journal of Experimental Psychology"},{"issue":"3","key":"key20211223132123716_B52","doi-asserted-by":"publisher","first-page":"431","DOI":"10.1111\/j.1467-9922.2006.00373.x","article-title":"The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation","volume":"56","author":"Vandergrift","year":"2006","journal-title":"Language Learning"},{"issue":"3","key":"key20211223132123716_B53","doi-asserted-by":"publisher","first-page":"282","DOI":"10.1111\/jcal.12179","article-title":"Text difficulty affects metacomprehension accuracy and knowledge test performance in text learning","volume":"33","author":"V\u00f6ssing","year":"2017","journal-title":"Journal of Computer Assisted Learning"},{"issue":"4","key":"key20211223132123716_B54","doi-asserted-by":"publisher","first-page":"393","DOI":"10.1037\/xap0000096","article-title":"Improving metacomprehension accuracy in an undergraduate course context","volume":"22","author":"Wiley","year":"2016","journal-title":"Journal of Experimental Psychology: Applied"},{"issue":"4","key":"key20211223132123716_B55","doi-asserted-by":"publisher","first-page":"408","DOI":"10.3200\/GENP.132.4.408-428","article-title":"Putting the comprehension in metacomprehension","volume":"132","author":"Wiley","year":"2005","journal-title":"The Journal of General Psychology"},{"issue":"5","key":"key20211223132123716_B56","doi-asserted-by":"publisher","first-page":"147","DOI":"10.2478\/mjss-2018-0146","article-title":"Influence of L1 metacognitive reading strategies on L2 academic reading of Chinese college students","volume":"9","author":"Xin","year":"2018","journal-title":"Mediterranean Journal of Social Sciences"},{"issue":"4","key":"key20211223132123716_B57","doi-asserted-by":"publisher","first-page":"567","DOI":"10.1017\/S0272263105050254","article-title":"Relationship between lexical competence and language proficiency: Variable sensitivity","volume":"27","author":"Zareva","year":"2005","journal-title":"Studies in Second Language Acquisition"},{"issue":"4","key":"key20211223132123716_B58","doi-asserted-by":"publisher","first-page":"268","DOI":"10.1080\/09658410108667039","article-title":"Awareness in reading: EFL students\u2019 metacognitive knowledge of reading strategies in an acquisition-poor environment","volume":"10","author":"Zhang","year":"2001","journal-title":"Language Awareness"}],"container-title":["Psicolog\u00eda Educativa"],"original-title":[],"language":"en","deposited":{"date-parts":[[2021,12,23]],"date-time":"2021-12-23T12:22:31Z","timestamp":1640262151000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.copmadrid.org\/psed\/art\/psed2021a26"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,11]]},"references-count":58,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2021,11,2]]}},"alternative-id":["10.5093\/psed2021a26"],"URL":"https:\/\/doi.org\/10.5093\/psed2021a26","relation":{},"ISSN":["1135-755X","2174-0526"],"issn-type":[{"value":"1135-755X","type":"print"},{"value":"2174-0526","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,11]]}}}