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ERIC Number: ED329936
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
Effects of Two Comprehension Monitoring Strategies on the Metacognitive Awareness and Reading Achievement of Third and Fifth Grade Students.
McLain, K. Victoria Mayer
This study examined the effects of instruction versus no instruction of comprehension monitoring strategies on the metacognitive awareness and reading achievement of third and fifth grade students. The study also examined the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of the same students. Subjects were 57 fifth grade students and 51 third grade students from six intact classrooms enrolled in four city schools in a midwestern community. One experimental group was taught the K-W-L comprehension monitoring strategy, a self-questioning, three-step procedure where students fill out a strategy sheet prior to and immediately following their reading. (Step K is What I Know; step W is What I Want to Learn; and step L is What I Learned.) The other experimental group was taught the Predicting/Evaluating comprehension monitoring strategy, a checklist strategy where students check off questions that assess their predictions after reading. The control group read the same expository text during sustained silent reading but no instruction in comprehension monitoring strategies occurred prior to the reading. Results indicated that metacognitive awareness may be a late-developing process that is not sensitive to type of strategy taught and difficult to accurately assess with a current informal assessment measure. Reading achievement was not affected by comprehension monitoring instruction. (Five tables of data and three figures are included. (MG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A