NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002267
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-2169-0480
The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills
Huang, Jiuhuan; Newbern, Claudia
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v1 n2 p66-77 Sum 2012
This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an adult learning program. Their reading gains over the instructional period were compared with those of a comparison group. Interview data were also collected and analyzed to explore learners' awareness and perceptions of the strategies. The findings indicate that metacognitive reading strategy instruction can be effective for adult ESL learners with limited English and literacy skills. (Contains 4 tables.)
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Strategy Inventory for Language Learning