Effects of a metacognitive think-aloud strategy used to improve reading comprehension in a group of third graders

<p>This study investigated the effectiveness of a metacognitive think-aloud strategy used to improve reading comprehension in a group of third grade students. Fourteen general education students were pre-tested using an individual reading inventory to determine baseline independent, instructional, and frustration reading levels. Explicit and systematic instruction in the strategy, as well as hands-on practice with each component of the strategy, lasted for twelve consecutive weeks. Subjects were then post-tested with different forms of the initial reading inventory. Comparisons of pre-test and post-test scores indicate an average of one year's growth in the independent, instructional, and frustration reading levels for all subjects involved in the study.</p>

Name thesis:degree_name

M.A. in Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2003

Author dc:creator

• Scully, Megan C.

Contributors dc:contributor

• Urban, Stanley

• Reading comprehension; Third grade (Education)
• Disability and Equity in Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/1375

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2375