The implementation of a metacognitive reading curriculum: An attempt to internalize expert reading characteristics in lower ability high school readers

This study reports the effects of two instructional reading approaches on students' reading achievement, metacognitive problem solving ability, reading attitude, and reading awareness (i.e., reading for meaning and reading to remember). The purpose of this study was to ascertain if it is possible to help lower ability high school students learn how to internalize expert reading characteristics by participating in a metacognitive reading curriculum. The subjects were 30 9th grade students enrolled in a Chapter I reading lab. The students in the treatment group received metacognitive and cognitive reading training by way of mental modeling, direct instruction/guided practice, peer interaction and individual autonomous use practice. The control group's program remained a constant individualized reading and interactive computer based program.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education, Secondary

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Young, Edyth Elnora

Contributors dc:contributor

• Koenke, Karl R.

• Education, Secondary
• Education, Reading

Statement dc:rights

• Copyright 1991 Young, Edyth Elnora

Language dc:language

eng

Identifier

AAI9136775
(UMI)AAI9136775

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22976