How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text
type: CreativeWork
description: 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: 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.
author: Klein, Kimberly Anne
language: en_US
date published: 2011-08-01
date modified: 2026-07-27T19:02:14Z
provider: College at Brockport
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: College at Brockport

PropertyValue
property ID: Handle
value: http://hdl.handle.net/20.500.12648/5775