Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 90-93). Also available in print.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ph. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 96-112).

Thesis (Ph. D.)--University of Washington, 1985. / Vita. Bibliography: leaves [155]-168.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 14, 2007). Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2006). Includes bibliographical references.

The purpose of the study was to compare the awareness of metacognitive strategies among ineffective, average, and successful readers and between third and sixth graders.The study sample consisted of one hundred fifty-nine third grade and one hundred fifty-six sixth grade students from three city schools in a midwest community. Subjects were classified into three different performance groups designated as ineffective, average, and successful according to scores on the reading comprehension subtest of the Iowa Test of Basic Skills. The researcher developed the Instrument for Measuring Awareness of Metacognitive Strategies (IMAMS) to detect existence of metacognitive applications perceived by students in elementary school. A pilot study was conducted to refine and establish reliability of the instrument. Subjects were administered the IMAMS in their regular classroom setting by the researcher. The data were analyzed using a two-way univariate analysis of variance to test the hypotheses.Findings The data from this study indicated:1. There were significant differences among mean awareness of metacognitive strategies scores for ineffective, average, and successful readers at the third and sixth grades.2. Successful readers in third and sixth grades combined differed significantly in their mean scores for awareness of metacognitive strategies from those of ineffective and average readers.3. Mean scores for awareness of metacognitive strategies between ineffective and average readers were not found to be significantly different.4. Sixth grade readers differed significantly from third grade readers with higher mean scores in awareness of to have greater awareness of metacognitive strategies.Conclusions Based on the findings of this study the following conclusions were drawn:1. Students classified as successful readers appear to have greater metacognitive strategies than those classified as either average or ineffective. The ability to understand and express or respond to a measure of metacognition may be related to reading achievement level or may be influenced by competencies that affect both reading scores and performance on the metacognition measure.2. Students designated as average and ineffective readers at both third and sixth grades do not differ in their awareness of metacognitive strategies involved in reading. These results may possibly be due to the narrow interval between the percentile ranks utilized to classify students into average and ineffective groups. 3. Sixth grade readers demonstrated more awareness of metacognitive strategies than the third grade readers.4. The awareness of metacognitive strategies appears to increase as levels of reading performance elevate.5. There is a gradual and continuing development of the awareness of metacognitive strategies as students proceed through the grades in school.

The purposes of this dissertation were to: (1) formulate and develop a critical thinking/critical reading model based on professional opinion and the review of the literature in these areas; (2) create a critical thinking/critical reading appraisal for grades three through six; and (3) validate the critical thinking/critical reading appraisal instrument.The first step in the development of the Worden Critical Thinking/Critical Reading Model was to review the literature and related research in the area of critical thinking, critical reading and language development. A "first draft" of the model with an accompanying explanation of it was submitted to selected faculty members in the areas of elementary education and reading. Once this model was evaluated, further developed and refined it was sent to eighty authorities across the country for a more extensive evaluation. These authorities represented the areas of reading diagnosis, evaluation and testing, cognitive processes, linguistics and language development.Once the model was developed by this author and the sub-skills of critical reading identified, the Worden Critical Thinking/Critical Reading Appraisal was begun. Both the passages and test items were written on reading levels ranging from second reading level to sixth reading level. All these test items with accompanying passages were submitted to a predetermined panel of judges composed of university faculty members and reading specialists. These judges were asked to answer each test question, evaluate the clarity of the compositions and questions, and indicate the skill they felt was being measured.The passages and questions were then formed into the Worden Critical Thinking/Critical Reading Appraisal and administered to a population of students in grades three through six. The results of the first administration were statistically analyzed and a second form of the Worden Critical Thinking/Critical Reading Appraisal was created. This also was administered to a population of third, fourth, fifth and sixth grade students.Data from the validation procedures for both appraisal forms were analyzed to determine the validity (face, content, and. construct; and reliability. An item analysis was also implemented on each roam of the appraisal to determine which items would be retained in a final appraisal form.The Worden Critical Thinking/Critical Reading Appraisal was found to have a test reliability ranging from .80 to .84. The significant finding is that critical thinking and critical reading as defined in this study can be measured using a paper and pencil format. It can not be concluded thus far that this appraisal can serve as a diagnostic instrument to measure specific strengths and weaknesses in the skills of critical reading as identified in the author's model.Based on the findings of this study and subject to its stated limitations, the following conclusions seem warranted:1. A model of critical thinking and critical reading can be designed and developed.2. As a result of this model, certain critical thinking processes and critical reading skills can be identified and defined.3. The general ability to think and read critically can be measured in students with reading levels ranging from three through six.4. Individual sub-skills of critical reading cannot be reliably measured by the Worden Critical Thinking/Critical Reading Appraisal.5. A model of critical reading with separate sub-skills may not be appropriate. These sub--skills, s illustrated in the findings, are difficult, to measure as separate entities.