Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Donna Graham, Ph.D.

Second Advisor

Gerald Kiel, Ph.D.

Third Advisor

Edward Kim, Ph.D.


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.