The relationships between metacomprehension strategy awareness, student reading performance and comprehension strategy instruction

Author

Diane Elliott Kern, University of Rhode Island

Date of Award

2003

Degree Type

Dissertation

Degree Name

Doctor of Philosophy in Education

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.

Comments

This dissertation was scanned from microfilm. To report any image quality issues, please contact the URI library at digitalcommons-group@uri.edu as we may be able to fix the problem. The copyright in this dissertation belongs to the author.

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