Date of Award/Publication
5-2010
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Gloria E. Jacobs
Abstract
This action research report looks at how metacognitive teaching strategies help to improve upon adolescents' reading comprehension and self-regulated learning. Educational theorists support teaching specific metacognitive learning tools to further students' comprehension and selfregulation through appropriate application of the strategies learned to various literacy experiences. This study's methodology focused on observing two practicum candidates incorporating metacognitive instruction into their literacy lesson plans and each of their three students' responses and growth in their comprehension and self-regulatory learning. In alignment to the literature, my own findings further revealed the positive value of teaching metacognitive strategies to students' to further their comprehension and self regulation learning. My research suggests for teachers to incorporate various oral communicative and self reflective activities and also model the metacognitive strategy taught in regards to a specific literacy expenence.
Recommended Citation
Bartl, Danielle E., "Teaching Metacognitive Skills to Adolescents to Further Reading Comprehension" (2010). Education Masters. Paper 48.
https://fisherpub.sjf.edu/education_ETD_masters/48
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.