Abstract
This qualitative case study investigated two teachers’ use of metacognitive strategies during reading instruction and the types of metacognitive assessments used to assess students’ metacognitive strategies. Data collection was performed using a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two selfrecorded question responses, known collectively as the experience sampling method (ESM). The data collected were coded based on three time periods: planning before reading, monitoring during reading, and evaluating after reading. The findings reveal that the two teacher-participants spent a substantial amount of time activating their students’ prior knowledge and building vocabulary. In addition, both teachers only used think aloud assessments to examine the type of metacognitive strategies that their students used during reading sessions. There is a need to consider other metacognitive strategies, including evaluating strategies, and to utilize alternative methods of assessment alongside think aloud, such as interviews.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.