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A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension

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Date Issued:
2016
Summary:
This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
Title: A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
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Name(s): Drayton, Audrita, author
Baxley, Traci P., Thesis advisor
Florida Atlantic University, Degree grantor
College of Education
Department of Curriculum, Culture, and Educational Inquiry
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2016
Date Issued: 2016
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 264 p.
Language(s): English
Summary: This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
Identifier: FA00004586 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2016.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Metacognition--Case studies.
Reading comprehension--Case studies.
Learning strategies--Case studies.
Motivation in education--Case studies.
Action research in education--Case studies.
Cognitive learning--Case studies.
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004586
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004586
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.