Date of Award
2003
Degree Type
Dissertation
First Advisor
James Barton
Abstract
This study examined relationships between comprehension strategy instruction, reading comprehension, and metacomprehension awareness. The study occurred in four phases. In Phase 1, third grade teachers participating in the Rhode Island Reading Excellence program (REA) administered pre- and posttests of the Metacomprehension Strategy Index (MSI) (Schmitt, 1990). Teacher groups were determined as "high gains" or "less gains" based on MSI results. In Phase 2, teachers were observed. In Phase 3, "high gains" teachers completed structured interviews. In Phase 4, third grade students (N = 414) completed pre- and post testing of the MSI. Findings suggest the MSI may help to identify teachers making "less gains" incorporating comprehension strategy instruction. "High gains" teacher's stance as co-learner offers future research direction.
Recommended Citation
Kern, Diane Elliott, "The relationships between metacomprehension strategy awareness, student reading performance and comprehension strategy instruction" (2003). Open Access Dissertations. Paper 1988.
https://digitalcommons.uri.edu/oa_diss/1988
Terms of Use
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