| Summary: | 碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 100 === This study aims to explore the relationships among reading metacognition and academic achievement in higher grade elementary school students, the differences of reading metacognition among elementary school students from different backgrounds, and then inquire the predictive the academic achievement.of reading metacognition
The research subjects are Friends elementary school students in New Taipei City. 554 questionnaires were valid samples for statistic analysis. The researcher adopts questionnaire survey with stratified sampling. The researcher sent out 554 questionnaires, the valid of them amounted to 505. The data were analyzed by using descriptive statistics, the average t-test, one-way ANOVA, a posteriori comparisons, Pearson’s product moment correlation, and multiple stepwise regression analysis. The results of this study are summarized as follows:
The evaluation, planning, and conditional knowledge of reading metacognition in the higher grade elementary school students were performed better.
There are significant differences in reading metacognition among elementary school students with sex, grade, parents education background and reading perception.
Reading metacognition of the higher grade elementary school students can be a factor to predict result of the academic achievement.
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