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Effectiveness of skills- versus meta...

Florida International University.

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Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students./
作者:	Noronha-Nimmo, Alda.
面頁冊數:	193 p.
附註:	Adviser: Mohammed K. Farouk.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3319014
ISBN:	9780549692256

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students.
Noronha-Nimmo, Alda.

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students. - 193 p.

Adviser: Mohammed K. Farouk.

Thesis (Ed.D.)--Florida International University, 2008.

This study explored the relative value of behavioral and cognitive psychology as the basis of instruction for underprepared college students enrolled in developmental reading courses. Specifically this study examined the effects of a metacognitive strategy-based instructional approach (MSIA) modeling a metacognitive self-questioning technique (MSQT) versus a traditional skills-based instructional approach (SIA) on the Nelson-Denny reading comprehension scores of college developmental readers and whether there were significant differences in achievement based on instructional method used and on the sex of students.

ISBN: 9780549692256Subjects--Topical Terms:

1018008
Education, Community College.

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students.
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245 1 0 $a Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students.
300 $a 193 p.
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500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2201.
502 $a Thesis (Ed.D.)--Florida International University, 2008.
520 $a This study explored the relative value of behavioral and cognitive psychology as the basis of instruction for underprepared college students enrolled in developmental reading courses. Specifically this study examined the effects of a metacognitive strategy-based instructional approach (MSIA) modeling a metacognitive self-questioning technique (MSQT) versus a traditional skills-based instructional approach (SIA) on the Nelson-Denny reading comprehension scores of college developmental readers and whether there were significant differences in achievement based on instructional method used and on the sex of students.
520 $a The sample consisted of 100 college developmental reading students who were enrolled in six intact sections of a reading course (REA0002). Participants completed a pretest of the comprehension subtest of the Nelson-Denny Reading Test (Form G). Three of these classes (n = 49) were taught using metacognitive-strategy instruction and three classes (n = 51) were instructed using skills-based instruction. They then received a semester of instruction intended to improve their reading comprehension. At the end of the semester, participants completed a post-test of the Nelson-Denny Reading Comprehension Test (Form H). A two (Between) x one (Within) Repeated Measures Analysis of Variance (ANOVA) was utilized to test each of the hypotheses of this study.
520 $a Results showed that there were no significant differences in reading comprehension between the groups receiving the different instructional treatments and no differences in reading comprehension between the men and women participants. Based on the findings, implications for research and recommendations for future research were discussed.
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