Vered Markovich
Biographic Data
| ID | 9655418 |
|---|---|
| NAME | Vered Markovich |
| GIVEN NAMES | Vered |
| FAMILY NAME | Markovich |
| SIGNATURE | MARKOVICH V |
| AFFILIATIONS | The Arab Academic College for Education in Israel |
| ORCID | 0000-0001-7248-6255 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Metacognitive Monitoring in Reading Comprehension
This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration…
Attentional Symptom Expression Moderates the Role of Vocabulary in Reading Comprehension Among Fifth-Grade Students
Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic …
ADHD symptomatology and metacognitive monitoring insights for college student support
Metacognitive monitoring, the ability to accurately assess one’s cognitive performance, plays a critical role in self-regulated learning and academic success. Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit positive illusory bias (PIB), overestimating their performance relative to objective criteria across domains, which may hinder effective learning strategies and reduce engagement with academic support services. This…
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Metacognitive Monitoring in Reading Comprehension
This study examined associations between vocabulary knowledge, reading fluency, cognitive flexibility, and metacognitive monitoring accuracy in reading comprehension among fifth-grade students. Participants (N = 104) completed measures of cognitive–linguistic abilities and reading comprehension, with global metacomprehension judgments after reading and item-level confidence ratings. Metacognitive monitoring accuracy was assessed using calibration…
Attentional Symptom Expression Moderates the Role of Vocabulary in Reading Comprehension Among Fifth-Grade Students
Previous research has linked inattentive symptom expression to reading difficulties, primarily in clinically referred samples or using indirect academic indicators. The present study examines attentional variability in a nonreferred community-based school sample with no clinical diagnoses or referrals, using standardized reading measures. The study further tested whether attentional variability moderates associations between cognitive linguistic …
ADHD symptomatology and metacognitive monitoring insights for college student support
Metacognitive monitoring, the ability to accurately assess one’s cognitive performance, plays a critical role in self-regulated learning and academic success. Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit positive illusory bias (PIB), overestimating their performance relative to objective criteria across domains, which may hinder effective learning strategies and reduce engagement with academic support services. This…
Cognition (3 works) · Attention Deficit Hyperactivity Disorder (2 works) · Comprehension (2 works) · Metacognition (2 works) · Mind wandering and attention (2 works) · Reading and Literacy Development (2 works) · Reading comprehension (2 works) · Vocabulary (2 works) · Behavioral and Psychological Studies (1 work) · Cognitive bias (1 work)