Type of Culminating Activity
Master of Arts in Education, Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
Keith W. Thiede
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.
Bentahar, Adil, "Can ESL Teachers Teach Reading Metacognitive Strategies?" (2012). Boise State University Theses and Dissertations. 258.