Date of Award
8-1-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Gerald Kiel, Ph.D.
Third Advisor
Edward Kim, Ph.D.
Abstract
The purpose of this study was to examine if a relationship existed between metacognitive instruction and students’ growth rate for fluency, accuracy, self-correction rates, and comprehension in reading. The research question that guided this study was: To what extent is there a relationship between metacognitive instruction using Reciprocal Teaching method and increasing student success for first-grade emergent readers as evidenced by Curriculum-based Measurements and STAR Accelerated Reader tests. Constructivism theory was used to develop an understanding of learning that asserts student learning happens when students make meaning for themselves. The sample for this study was a convenient of 16 first-grade emergent readers. The primary investigator utilized three assessments at the beginning and end of the research period. These assessments included, Curriculum-Based Measurement, Qualitative Reading Inventory, sixth edition, and the STAR Accelerated Reader test. The assessment results were compared, and a positive relationship was found between metacognitive instruction and the student success achieved through the calculation of a two-tailed t test. These results offer insight into the value of instruction for emergent readers that goes beyond simple decoding into a deeper comprehension and metacognitive instruction.
Recommended Citation
Wing, S. (2017). A Study of the Effects of Metacognitive Instruction on Reading Comprehension in the Primary Classroom (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/99Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons