ERIC Number: EJ1089019
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 35
Increasing Reading Compliance and Metacognitive Strategies in Border Students
Culver, Tiffany F.
Journal of College Reading and Learning, v46 n1 p42-61 2016
In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the Texas/Mexico border. Self-reported survey data was collected on reading compliance and metacognitive strategies. There was a statistically significant difference in reading compliance. Students reported reading the most when assigned a reading guide. However, the use of a quiz produced very similar results in reading compliance. Participants reported using more metacognitive reading strategies after completing the reading guides.
Descriptors: Metacognition, Reading Achievement, Reading Strategies, Active Learning, Reading Tests, Study Guides, Student Surveys, Undergraduate Students, Self Disclosure (Individuals), Statistical Significance, Questionnaires, Compliance (Psychology)
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas