ERIC Number: EJ727330
Record Type: Journal
Publication Date: 2004
Reference Count: 0
Metacognitive Strategy Use in Reading of Gifted High Achieving and Gifted Underachieving Middle School Students in New York City
Berkowitz, Esther; Cicchelli, Terry
Education and Urban Society, v37 n1 p37-57 2004
High achieving and underachieving gifted New York City adolescent students were compared in their use of metacognitive reading strategies. A stratified sample was used to identify extreme groups of achievers, 5 consistent high achievers and 5 consistent underachievers. Data were collected from three sources: (a) the Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), (b) think-aloud protocols, and (c) interviews. While no significant differences were noted, frequency of strategy use, particularly in monitoring, made clear that the gifted high achievers were more homogeneous and the gifted underachievers were more heterogeneous strategy users. Further research on metacognitive reading strategy use of high and underachieving gifted middle school students may include the following: (a) using a multidimensional perspective to identify gifted urban students, and (b) examining metacognitive reading strategy use in other academic content areas related to students' interest. Optimistically, this research should be encouraged in working with urban adolescent students.
Descriptors: Middle School Students, Urban Schools, Gifted, Metacognition, Reading Strategies, High Achievement, Underachievement, Protocol Analysis, Measures (Individuals)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: New York