Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models

Background Limited studies have been conducted on delineating the rationale behind individual differences in children developing metacognitive knowledge, as well reading and writing proficiency. Aims This study examined dynamics of children’s development knowledge proficiency during their progression from Grade 1 to 6. Sample(s) A total 420 students participated study, who were tested 6 times assess reading, Methods The participants invited complete three tests: writing, which administered at end each grade year. Results conclusions Three variables (i.e., writing) showed high stability increasing variance over time. These findings suggest Students’ grew more quickly among those entered primary school with already strong skills; same was true for development. also revealed predictive effects students’ performance. Implications are discussed based these findings.