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ERIC Number: ED551229
Record Type: Non-Journal
Publication Date: 2012
Pages: 173
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5286-4
ISSN: N/A
The Impact of Metacognition Strategies on Reading Comprehension Levels of Nonproficient High School Students
Manderville, Tonya Butler
ProQuest LLC, Ed.D. Dissertation, Walden University
At one high school, the goal for nonproficient reading students was to score at or above the 50th percentile to meet adequate yearly progress objectives. In 2010, the performance levels of nonproficient reading students tested with the state reading test in Grades 9 and 10 declined from the 47th to the 46th percentile. The purpose of this research was to examine the effect of the questioning-as-thinking framework on comprehension levels in a high school setting and to test the intervention by comparing the results to a control group reading comprehension levels. The results provided data to administration to assess the needs of nonproficient students and the strategies they received to increase student learning. In the one-group pre- and posttest design, 75 Grade 11 and 12 students received questioning-as-thinking instructional strategies consisting of think-alouds, question-answer relationships, and self-questioning over a 9-week period. The repeated-measures, within-subjects ANOVA design assessed each questioning-as-thinking metacognition instructional strategy implemented in the study. The findings indicated a significant difference in reading comprehension for question-answer-relationship and self-questioning strategies but not for the think-aloud strategy. Comparison of treatment and control groups showed no statistical differences in reading comprehension. The implication for positive social change includes understanding better the strategies that effectively improve reading comprehension among high school students. [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: High Schools; Secondary Education; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A