The effect of metacognitive strategies on student attitude toward reading

Literacy;Reading instruction;Teaching

Euler, KathrynWillhite, Gary ;

University of Wisconsin

关键词: Literacy;    Reading instruction;    Teaching;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/79005/Euler-Frazier_Kathryn_Thesis.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

The purpose of this study was to determine the effect of metacognitive strategies on students;; attitude toward learning, with the strategies and learning experiences being specifically related to learning about reading. The three strategies that were explicitly taught were: previewing the text, questioning, and summarizing. Student surveys were conducted prior to learning a metacognitive strategy, and again after having time to put that strategy in place while reading independently. Data was gathered and coded to search for a correlation between explicitly learning and implementing a metacognitive strategy and improving students;; attitude toward learning experiences related to reading. Most attitudes recorded on the surveys remained consistent throughout the study, but one trend emerged. On average, Students reported a positive change on each post survey on the prompt ;;This strategy made me a better reader;;. While explicitly teaching metacognitive strategies did increase student awareness of the learning process, this study did not implicate a noticeable impact on their attitude toward learning.