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The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students./
作者:	DeGennaro, Dana N.
面頁冊數:	1 online resource (110 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780438006980

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.
DeGennaro, Dana N.

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students. - 1 online resource (110 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of West Georgia, 2018.

Includes bibliographical references

This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies. A pretest and post-test containing four fifth grade level passages, two informational and two fictional passages, and 20 reading comprehension questions from Reading A-Z were administered to participants during week one and week 12. Analyses of variance were used to determine if there was a relationship between metacognition strategy instruction and reading comprehension in fifth grade students. The pretest found both groups to be comparable prior to treatment group instruction. However, after treatment there was a significant difference between the control and treatment group. The control group did not have statistically significant growth from pretest to post-test. In contrast, the treatment group's growth from pretest to post-test was statistically significant. These results indicated metacognition reading comprehension instruction was beneficial to students in helping readers increase their comprehension; therefore, teachers could benefit from professional development on metacognition reading strategy instruction.

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

Mode of access: World Wide Web

ISBN: 9780438006980Subjects--Topical Terms:

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

554714
Electronic books.

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
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502 $a Thesis (Ed.D.)--University of West Georgia, 2018.
504 $a Includes bibliographical references
520 $a This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies. A pretest and post-test containing four fifth grade level passages, two informational and two fictional passages, and 20 reading comprehension questions from Reading A-Z were administered to participants during week one and week 12. Analyses of variance were used to determine if there was a relationship between metacognition strategy instruction and reading comprehension in fifth grade students. The pretest found both groups to be comparable prior to treatment group instruction. However, after treatment there was a significant difference between the control and treatment group. The control group did not have statistically significant growth from pretest to post-test. In contrast, the treatment group's growth from pretest to post-test was statistically significant. These results indicated metacognition reading comprehension instruction was beneficial to students in helping readers increase their comprehension; therefore, teachers could benefit from professional development on metacognition reading strategy instruction.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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