{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5775"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5775","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text","abstract":"The purpose of this study was to explore what would happen when I provided my students with metacognitive reading strategies in order to promote their engagement with and understanding of expository texts. To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. I wanted them to see the value in reading such texts, and teach them ways to make sense of what they read.","abstract_html":"The purpose of this study was to explore what would happen when I provided my students with metacognitive reading strategies in order to promote their engagement with and understanding of expository texts. To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. 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To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. I wanted them to see the value in reading such texts, and teach them ways to make sense of what they read."]},{"key":"dc:title","label":"Title","values":["How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text"]}]}],"canonical_facts":{"dc:creator":["Klein, Kimberly Anne"],"dc:date.accessioned":["2021-09-07T21:57:45Z"],"dc:date.available":["2021-09-07T21:57:45Z"],"dc:date.issued":["2011-08-01"],"dc:description.abstract":["The purpose of this study was to explore what would happen when I provided my students with metacognitive reading strategies in order to promote their engagement with and understanding of expository texts. To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. I wanted them to see the value in reading such texts, and teach them ways to make sense of what they read."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5775"],"dc:language.iso":["en_US"],"dc:title":["How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:02:14Z"}