Publication Date
5-2012
Type of Culminating Activity
Thesis
Degree Title
Master of Arts in Education, Curriculum and Instruction
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Keith W. Thiede
Advisor
Holly Anderson
Advisor
Phil Kelly
Abstract
Metacognitive knowledge has been linked to use of metacognitive strategies and effectiveness in reading (e.g., Flavell, 1979). In the present research, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve English as a Second Language (ESL) students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight non-English speaking students completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three areas of metacognitive knowledge: global strategies, problem-solving strategies, and support strategies with statistically significant differences in each reading scale. Comprehension test performance revealed mixed results. Whereas performance on true/false and word reference tests did not change significantly from pretest to posttest, performance on wh- questions improved across time.
Recommended Citation
Bentahar, Adil, "Can ESL Teachers Teach Reading Metacognitive Strategies?" (2012). Boise State University Theses and Dissertations. 258.
https://scholarworks.boisestate.edu/td/258
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Reading and Language Commons, Student Counseling and Personnel Services Commons