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ERIC Number: EJ1106323
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: EISSN-1812-9129
The Effect of Explicit Instruction on Strategic Reading in a Literacy Methods Course
Iwai, Yuko
International Journal of Teaching and Learning in Higher Education, v28 n1 p110-118 2016
This study examined the impact of explicit instruction on metacognitive reading strategies among 18 K-8 teacher candidates in a literacy methods course. They received weekly explicit intervention about these strategies over one semester. Collected data included pre- and post-scores of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) before and after intervention, quickwriting notes, literacy lesson plans, and reflection papers. The results showed that the teacher candidates increased their awareness of metacognitive reading strategies after the intervention. They also shared their positive attitudes toward learning about these strategies and plan to implement them in their future classrooms.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A