國立虎尾科技大學 |

Identifying the Nature of Metacogniton Instruction in Reading Classrooms.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Identifying the Nature of Metacogniton Instruction in Reading Classrooms./
作者:	Ozturk, Nesrin.
面頁冊數:	1 online resource (278 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780355061611

Identifying the Nature of Metacogniton Instruction in Reading Classrooms.
Ozturk, Nesrin.

Identifying the Nature of Metacogniton Instruction in Reading Classrooms. - 1 online resource (278 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers' practices have been assessed inconsistently and independent of students' metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students' metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students' strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR's initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch's, and Spearman's tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (alpha.97). There were no mean differences in teachers' self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale's generalizability, data collection, and analyses were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355061611Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Identifying the Nature of Metacogniton Instruction in Reading Classrooms.
LDR:03981ntm a2200361Ki 4500 001 911051
005 20180517121918.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355061611
035 $a (MiAaPQ)AAI10266155
035 $a (MiAaPQ)umd:17889
035 $a AAI10266155
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Ozturk, Nesrin. $3 1182659
245 1 0 $a Identifying the Nature of Metacogniton Instruction in Reading Classrooms.
264 0 $c 2017
300 $a 1 online resource (278 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Peter Afflerbach.
502 $a Thesis (Ph.D.) $c University of Maryland, College Park $d 2017.
504 $a Includes bibliographical references
520 $a Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers' practices have been assessed inconsistently and independent of students' metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students' metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students' strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR's initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch's, and Spearman's tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (alpha.97). There were no mean differences in teachers' self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale's generalizability, data collection, and analyses were discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0288
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Maryland, College Park. $b Curriculum and Instruction. $3 1182033
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266155 $z click for full text (PQDT)