Home

Planning the attack on content area reading, the effect of four metacognitive strategies on weak adolescent readers' confidence

Show simple item record

dc.contributor.author Eberling-Penner, Mary en_US
dc.date.accessioned 2007-05-18T20:00:37Z
dc.date.available 2007-05-18T20:00:37Z
dc.date.issued 1999-09-07T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/1844
dc.description.abstract This study sought information on the effectiveness of teaching four metacognitive strategies to a small group of struggling adolescent students. The investigation examined the transfer of strategies to content area classes and the changes in student confidence in reading class-related texts. The strategies chosen were (1) text preview, labelled 'Survey' by Aukerman (1972), (2) summarizing, using Cunningham's 'GIST' (1982), (3) ' note taking' for definitions and annotations (Vacca & Vacca, 1996), and (4) a guided study technique, Robinson's 'SQ3R' (1970). Reading strategies chosen were student-initiated and student-directed and suited to independent use with content area texts. The study tracked six grade seven students through six weeks of small group sessions where strategies were learned and practiced and then determined student changes regarding two perspectives: the transfer of strategies to content areas of Social Studies and Science and the changes in student confidence in reading content area texts. The following questions were addressed: (1) what transfer occurred from the reading strategy lessons to content area classrooms, (2) what changes were noted in reader confidence in reading content area texts and (3) what were the self-perceptions on the transfer of strategies to content area reading tasks? (Abstract shortened by UMI.) en_US
dc.format.extent 7307849 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title Planning the attack on content area reading, the effect of four metacognitive strategies on weak adolescent readers' confidence en_US
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US
dc.degree.discipline Humanities & Social Sciences en_US
dc.degree.level Master of Education (M.Ed.) en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

View Statistics