The Effect of Metacognitive Strategy Instruction on Fifth Grade Comprehension of Expository Text PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect of Metacognitive Strategy Instruction on Fifth Grade Comprehension of Expository Text PDF full book. Access full book title The Effect of Metacognitive Strategy Instruction on Fifth Grade Comprehension of Expository Text by Elisa Nelson. Download full books in PDF and EPUB format.
Author: Elisa Nelson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 294
Get Book Here
Book Description
Author: Elisa Nelson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 294
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.
Author: Ellin Keene
Publisher: Teacher Created Materials
ISBN: 1425892620
Category : Education
Languages : en
Pages : 91
Get Book Here
Book Description
Developed by renowned author Ellin Keene, Assessing Comprehension Thinking Strategies is an ideal tool for assessing students' reading comprehension. This book offers a unique way of assessing how students use thinking strategies to comprehend text. The book contains four reading passages for each grade level (1-8) that offer high-interest fiction and nonfiction text. Each assessment is accompanied by a rubric that allows you to document students' thinking and then score and monitor their growth. Strategies assessed include thinking aloud, using schema, inferring, asking questions, determining.
Author: Victoria Wilson Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
Get Book Here
Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: Deborah K. Short
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
Get Book Here
Book Description
Author: Michael Pressley
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 288
Get Book Here
Book Description
Presenst strategies to improve competence in the academic skill and content areas, such as decoding, spelling, writing, science and mathematics. For elementary and middle schools.
Author: Jean Clarke Ferguson
Publisher:
ISBN:
Category : Learning ability
Languages : en
Pages : 268
Get Book Here
Book Description
Author: Jamie Utecht
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 123
Get Book Here
Book Description
The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.
Author: Margaret McCown
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 190
Get Book Here
Book Description
This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
