University of Illinois Urbana-Champaign

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

Young, Edyth Elnora

This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.

Permalink

https://hdl.handle.net/2142/22976

Description

Title
The implementation of a metacognitive reading curriculum: An attempt to internalize expert reading characteristics in lower ability high school readers
Author(s)
Young, Edyth Elnora
Issue Date
1991
Doctoral Committee Chair(s)
Koenke, Karl R.
Department of Study
  • Education, Secondary
  • Education, Reading
Discipline
  • Education, Secondary
  • Education, Reading
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Secondary
  • Education, Reading
Language
eng
Abstract
  • 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.
  • The quantitative analysis indicated that the treatment group performed significantly better than the control group in the areas of reading achievement and reading awareness. There was no significant difference between the two groups' metacognitive problem solving ability, and reading attitudes toward becoming strategic readers.
  • The qualitative analysis indicated that the treatment group gained a higher metacognitive and cognitive control over their reading when they had some degree of motivation and individual responsibility.
  • The results indicate that the metacognitive reading intervention program is an effective tool for improving and helping students gain control over their reading achievement and their reading awareness. It is recommended that educators help lower ability high school students gain control over their learning and reading by providing them with metacognitive problem solving with perspective taking, content area classes utilizing the metacognitive reading curriculum's plan of study, and developing publishable video tapes of the metacognitive reading curriculum to be used by reading lab teachers, content area teachers, and students.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/22976
Copyright and License Information
Copyright 1991 Young, Edyth Elnora

Owning Collections

Graduate Dissertations and Theses at Illinois PRIMARY
Graduate Theses and Dissertations at Illinois
Dissertations and Theses - Education
Dissertations and Theses from the College of Education