This study examined the effects of metacognitive instruction during reciprocal teaching on the reading comprehension of at-risk college students. Metacognition as related to reading instruction refers to teaching students to monitor their comprehension and to employ various strategies to improve their reading comprehension and learning. / The subjects were 78 at-risk college freshmen at Alabama State University in southeast Alabama. These students were considered at-risk because of their low reading scores on the American College Test (ACT) and The Nelson-Denny Reading Test. / A quasi-experimental design was used with six intact classes assigned to two experimental conditions. An experimental group, consisting of three intact classes, received the reciprocal teaching treatment. This treatment included lessons in which the instructor with modeling provided guided practice in applying the four strategies of summarizing, question-generating, clarifying, and predicting that lead to improved comprehension of written materials. A second group--the experimental group of contrast--consisted of three intact classes that received the traditional method treatment in which students read passages, responded to oral and written multiple-choice questions following the reading, and received corrective feedback from the instructor. / At the conclusion of the sixteen-week instructional period, the vocabulary and comprehension pretest and posttest scores were analyzed using the MANCOVA statistic. The results of the study indicated that students in the reciprocal teaching group improved more in vocabulary and comprehension than students receiving the traditional method. However, students' improvement in comprehension was statistically significant. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0862. / Major Professor: Barbara Palmer. / Thesis (Ph.D.)--The Florida State University, 1991.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76353 |
| Contributors | Hodge, Evelyn Adams., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 160 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0016 seconds