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ERIC Number: ED431177
Record Type: RIE
Publication Date: 1999-Jul-16
Reference Count: N/A
A Study of the Effects of Metacognition on Reading Comprehension.
The purpose of this study was to examine the effects of strategically teaching metacognitive skills to high-, medium-, and low-achieving fourth grade students, and how it influenced their ability to comprehend grade level texts. Nine children participated in the experimental group, and nine were selected for the control group. A pre/post miscue test and comprehension evaluation were utilized to show individual growth, and gain scores were used to compare between the experimental and control groups. Results indicated strategic teaching of metacognitive skills did influence a child's ability to comprehend grade level texts. An analysis of the data collected revealed all students in the experimental group used one or more of the metacognitive skills to aid in their comprehension. After comparing the miscue and comprehension scores of the experimental and control groups, it may be suggested that teaching metacognitive skills is an effective means of instruction for influencing the reading comprehension of fourth grade students. Contains 46 references, and 2 tables and 4 figures of data; appendixes contain a comprehension evaluation form, reading miscue texts, criteria for selecting students, a student nonfiction retelling assessment form, and a list of journal starters for student response journals. (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Project, San Diego State University.