Predictive Effects of Reasoning and Metalinguistic Skills for Reading Comprehension

Background: The aim of this study was to investigate the direct and indirect predictive effects of metalinguistic skills (metatextual, morphological, and phonological awareness) for reading comprehension, adding intelligence to prediction models (verbal/numerical reasoning), school year and age. Method: Participants were 222 Brazilian students from public schools (Elementary School). The instruments were applied in person in pencil and paper format. Results: The results indicated that reading comprehension was predicted directly by the three metalinguistic skills and indirectly by the metatextual (mediated by verbal reasoning) and phonological (mediated by numerical reasoning) awareness. Findings also showed the direct predictive contribution of most metalinguistic skills and school year to only one of the reading comprehension measures (Cloze 1). Conclusions: Further studies are suggested to deepen the investigation of the predictive relationships existing between metalinguistic skills, reading comprehension, intelligence, and aspects inherent to formal instruction and maturation in basic education.