Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach

This study explores how primary school children develop their metacognitive knowledge and vocabulary both types of are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD .51; 50.2% boys, 49.7% girls) five public schools in China. A set tests on were administered four times over years. one-on-one-basis test was based students’ explanations about cognitive activities; the focused breadth depth knowledge. Latent growth curve modelling used developmental change. Results showed that participants’ improved grade but not a cumulative fashion. Participants’ level strongly associated with throughout selected development lagged behind during period. These findings shed light