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The Use of Think Alouds and Other Me...

Pelcher, Kelly.

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The Use of Think Alouds and Other Metacognitive Strategies to Improve Comprehension Among Struggling Readers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Use of Think Alouds and Other Metacognitive Strategies to Improve Comprehension Among Struggling Readers./
Author:	Pelcher, Kelly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	59 p.
Notes:	Source: Masters Abstracts International, Volume: 81-12.
Contained By:	Masters Abstracts International81-12.
Subject:	Reading instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27964885
ISBN:	9798607376345

The Use of Think Alouds and Other Metacognitive Strategies to Improve Comprehension Among Struggling Readers.
Pelcher, Kelly.

The Use of Think Alouds and Other Metacognitive Strategies to Improve Comprehension Among Struggling Readers. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 59 p.

Source: Masters Abstracts International, Volume: 81-12.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative study was to determine if think alouds and other metacognitive strategies can be used to improve comprehension among struggling readers. Students must develop strong literary skills from a very early age to help them succeed in all subject areas and perform well on standardized tests. Struggling readers are not always aware of their thinking and also may lack necessary motivation that is needed to read thoughtfully. After analyzing various theories and research, it was determined that think alouds and other metacognitive strategies can be used to improve reading comprehension and motivation. Based on this conclusion, six fifth grade students were selected to participate in this study. Previous assessments and classroom observations showed these students were reading below grade level. Students were not aware they were selected for this study and were not required to complete any additional work. Over the course of eight weeks, data was collected through classroom observations, field journal notes, student work samples, and benchmark assessments. The data collected showed that think alouds and other metacognitive strategies can be used to improve comprehension and motivation. These strategies were most successful when practiced in a small group setting. Suggestions for future research and recommendations for administrators and teachers are included.

ISBN: 9798607376345Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Comprehension

The Use of Think Alouds and Other Metacognitive Strategies to Improve Comprehension Among Struggling Readers.
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520 $a The purpose of this qualitative study was to determine if think alouds and other metacognitive strategies can be used to improve comprehension among struggling readers. Students must develop strong literary skills from a very early age to help them succeed in all subject areas and perform well on standardized tests. Struggling readers are not always aware of their thinking and also may lack necessary motivation that is needed to read thoughtfully. After analyzing various theories and research, it was determined that think alouds and other metacognitive strategies can be used to improve reading comprehension and motivation. Based on this conclusion, six fifth grade students were selected to participate in this study. Previous assessments and classroom observations showed these students were reading below grade level. Students were not aware they were selected for this study and were not required to complete any additional work. Over the course of eight weeks, data was collected through classroom observations, field journal notes, student work samples, and benchmark assessments. The data collected showed that think alouds and other metacognitive strategies can be used to improve comprehension and motivation. These strategies were most successful when practiced in a small group setting. Suggestions for future research and recommendations for administrators and teachers are included.
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