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ERIC Number: ED522422
Record Type: Non-Journal
Publication Date: 2010
Pages: 115
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-1882-0
ISSN: N/A
Effectiveness of Metacognitive Strategies for Improving Reading Comprehension in Secondary Students
Ronzano, Stephen J.
ProQuest LLC, Ed.D. Dissertation, University of California, Davis
Metacognitive, or thinking, strategies enable people to think critically, predict outcomes, implement strategies, and thus solve problems. A total of 312 students in 10th-grade regular, pre-AP, and EL English classes responded to questions taken from the California STAR test and reported the metacognitive strategies they used in responding to the questions. The students' teachers were interviewed about the metacognitive strategies for reading comprehension they taught. The students who used metacognitive strategies scored higher in reading comprehension although the number of strategies used was not significantly related to scores. Teachers reported noticing that their AVID students, who were not identified as a special population but used metacognitive strategies independently more often, appeared to use more metacognitive strategies in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California