teaching metacognitive skills to adolescents to further
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St. John Fisher College St. John Fisher College
Fisher Digital Publications Fisher Digital Publications
Education Masters Ralph C. Wilson, Jr. School of Education
5-2010
Teaching Metacognitive Skills to Adolescents to Further Reading Teaching Metacognitive Skills to Adolescents to Further Reading
Comprehension Comprehension
Danielle E. Bartl St. John Fisher College
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Recommended Citation Recommended Citation Bartl, Danielle E., "Teaching Metacognitive Skills to Adolescents to Further Reading Comprehension" (2010). Education Masters. Paper 48.
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Teaching Metacognitive Skills to Adolescents to Further Reading Comprehension Teaching Metacognitive Skills to Adolescents to Further Reading Comprehension
Abstract Abstract This action research report looks at how metacognitive teaching strategies help to improve upon adolescents' reading comprehension and self-regulated learning. Educational theorists support teaching specific metacognitive learning tools to further students' comprehension and selfregulation through appropriate application of the strategies learned to various literacy experiences. This study's methodology focused on observing two practicum candidates incorporating metacognitive instruction into their literacy lesson plans and each of their three students' responses and growth in their comprehension and self-regulatory learning. In alignment to the literature, my own findings further revealed the positive value of teaching metacognitive strategies to students' to further their comprehension and self regulation learning. My research suggests for teachers to incorporate various oral communicative and self reflective activities and also model the metacognitive strategy taught in regards to a specific literacy expenence.
Document Type Document Type Thesis
Degree Name Degree Name MS in Literacy Education
Department Department Education
First Supervisor First Supervisor Gloria E. Jacobs
Subject Categories Subject Categories Education
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