Date of Award

4-25-2015

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Richard Drida

Library of Congress Subject Heading

Reading comprehension--Graphic methods; Metacognition; Reading comprehension; Vocabulary

Abstract

This study documents the effects of explicitly taught metacognitive reading strategies using graphic organizers and the effect on two intermediate elementary students. Students met with the researcher for individualized instruction focusing on comprehension and use of metacognition and self-monitoring while reading. The study gathered data from multiple sources including pre and post-testing from the Qualitative Reading Inventory 5 (Leslie & Caldwell, 2011), and researcher-created data records. Both of the subjects made significant gains in retell, vocabulary and comprehension, leading to an increased reading level. The use of graphic organizers to support metacognitive reading practice is a promising practice and has many applicable uses for the classroom. The results of this study indicate that explicit instruction on processes like self-monitoring for comprehension can increase comprehension of an instructional level non-fiction text.

Rights

Open Access

OCLC Number

908212295

Is this full-text open access?

1

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