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The Relationship between Metacogniti...

DeGennaro, Dana N.

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The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students./
Author:	DeGennaro, Dana N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751047
ISBN:	9780438006980

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.
DeGennaro, Dana N.

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 110 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of West Georgia, 2018.

This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies. A pretest and post-test containing four fifth grade level passages, two informational and two fictional passages, and 20 reading comprehension questions from Reading A-Z were administered to participants during week one and week 12. Analyses of variance were used to determine if there was a relationship between metacognition strategy instruction and reading comprehension in fifth grade students. The pretest found both groups to be comparable prior to treatment group instruction. However, after treatment there was a significant difference between the control and treatment group. The control group did not have statistically significant growth from pretest to post-test. In contrast, the treatment group's growth from pretest to post-test was statistically significant. These results indicated metacognition reading comprehension instruction was beneficial to students in helping readers increase their comprehension; therefore, teachers could benefit from professional development on metacognition reading strategy instruction.

ISBN: 9780438006980Subjects--Topical Terms:

2122756
Reading instruction.

The Relationship between Metacognitive Strategies and Reading Comprehension in Fifth Grade Students.
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520 $a This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies. A pretest and post-test containing four fifth grade level passages, two informational and two fictional passages, and 20 reading comprehension questions from Reading A-Z were administered to participants during week one and week 12. Analyses of variance were used to determine if there was a relationship between metacognition strategy instruction and reading comprehension in fifth grade students. The pretest found both groups to be comparable prior to treatment group instruction. However, after treatment there was a significant difference between the control and treatment group. The control group did not have statistically significant growth from pretest to post-test. In contrast, the treatment group's growth from pretest to post-test was statistically significant. These results indicated metacognition reading comprehension instruction was beneficial to students in helping readers increase their comprehension; therefore, teachers could benefit from professional development on metacognition reading strategy instruction.
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