Metacognitive Reading Comprehension Research Articles

Reading comprehension strategies used by Chilean deaf adults. A think-aloud study

ABSTRACT This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22–47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all the categories identified by Pressley and Afflerbach (1995): constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, high school, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed.

A Probe into Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Test Performance in Light of Emotioncy

ABSTRACT This study aims to find the potential relationship between emotioncy (sense-induced emotions), reading strategy use, and reading comprehension test performance among English as a Foreign Language (EFL) learners. To this end, 514 intermediate and upper-intermediate EFL learners were asked to complete a 30-item multiple-choice reading comprehension test along with the emotioncy scale and a standardized reading strategies questionnaire. Fitted regression models, a t-test, and a Mann-Whitney U test were utilized to analyze the data. The findings showed that higher levels of emotioncy may lead to higher scores in a reading comprehension test. Moreover, the learners who had higher levels of emotioncy employed more cognitive and metacognitive reading comprehension strategies and all their related sub-scales. Finally, the results revealed that the emotioncy level is a stronger predictor of reading comprehension success compared to the reading strategies employed by EFL learners. In the end, the findings were discussed in the context of language education and implications were provided.

The Effect of Inquiry-Based Learning Strategy on Developing Saudi Students’ Meta-Cognitive Reading Comprehension Skills

The main aim of the present study is to develop first year university students' meta-cognitive reading comprehension using inquiry-based learning strategy. Subjects of the study were 106 (53 males, 53 females) first year university students enrolled in two classrooms at colleges representing urban and sub-urban areas in Shaqra University. The present study adopted a quasi-experimental design with one-group. The results of present study showed that first year university students should have the following reading comprehension skills: guessing, description, analyzing and identifying the main idea. Accordingly, the suggested strategy was designed and used to develop these identified meta-cognitive reading comprehension skills. A reading comprehension test, based on the identified skills, was designed and used as a pretest and posttest. Findings of the present study showed that there were statistical differences between the students’ mean score on the pretest and posttest in favor of the posttest, and there were statistical differences between the students’ mean score on the posttest at the level of .05. This can be attributed to the effectiveness of using the inquiry-based learning strategy in developing students' meta-cognitive reading comprehension skills at the university stage.

The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

Effect of CALLA metacognitive strategy instruction on reading comprehension and reading awareness

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students' reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students' basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.

The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia

Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.

The strategic impact of reciprocal teaching on the metacognitive reading comprehension of Arabic language texts among Arab students in Israel

Previous researches argued that reciprocal teaching (RT) strategy contributes to students' achievement and improve the reading comprehension. In the current study, we ought to examine the effect of this strategy in the Arab community in Israel, and its consequences on reading comprehension of Arabic language. In order to examine this issue, a quasi-experimental method through practical application of educational units constructed in accordance with the strategic elements of RT was conducted. Sixty-one students from secondary public schools participated in this study. The participants served as two groups: experimental group and a control group. The results showed that there is a significant difference in the levels of metacognitive reading comprehension (self-monitoring, planning of task parameters, and assessment of strategy) between the two groups. The reciprocal teaching strategy had a clear impact on the students' skills and improved their level of comprehension of the texts. Further, the study confirmed that metacognitive reading comprehension dimensions depend upon the extent of students' exposure to strategies and skills that give them the ability to interact with texts. Recommendations for the implementation of RT to benefit students are suggested, especially in the context of Arab population.

The strategic impact of reciprocal teaching on the metacognitive reading comprehension of Arabic language texts among Arab students in Israel

The strategic impact of reciprocal teaching on the metacognitive reading comprehension of Arabic language texts among Arab students in Israel

The Relationship Between the Study Habits and Attitudes and Metacognitive Reading Comprehension Self-Awareness, Reading Comprehension, Reading Attitudes

The aim of the study is to analyze the correlation between study habits and attitudes and metacognitive readingcomprehension self-awareness, reading comprehension and reading attitude of fifth-grade students. 313 students (193female, 188 male) consisted the sample group of the study using relational screening model. SSHA-Survey of StudyHabits and Attitudes, Form C”, “Metacognitive Reading Comprehension Self-Awareness Scale”, “ReadingComprehension” and, “Reading Attitudes Scale” were used. Moreover, students’ level of Turkish course success hasbeen identified by their grades from school reports of the first term of fifth grade. As the result of the study, it wasfound that the study orientation scores of the students were higher than the average and that their study attitudes werehigher than their studying habits. There was a mid-scale, positive and significant correlation between thesub-dimensions of their studying attitudes and habits. The levels of correlation between students’ success in Turkishcourse and their study orientation; between their metacognitive awareness of reading comprehension, readingcomprehension and studying habits with their studying orientation; between their metacognitive awareness of readingcomprehension, reading comprehension and reading attitude with study orientation, and between their metacognitiveawareness of reading comprehension and reading attitude with their study attitudes was found to be positive, mid-scaleand significant. However, the level of correlation between their metacognitive awareness of reading comprehensionand reading comprehension was found to be positive, low-scale and significant.

Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL. 
 The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning

The Relationship between Metacognitive Reading Strategy Awareness and Reading Comprehension among freshman EFL Students, Ethiopia

The study was an attempt to investigate the level of awareness on Metacognitive reading strategies among first year Ethiopian EFL students. It also tried to figure out the possible relationship between Metacognitive reading strategies use and reading comprehension achievement. Ninety-four EFL learners participated in the study. Metacognitive reading strategy inventory and reading comprehension test were used to collect the data. The data were analyzed through descriptive statistics to determine the mean value of strategies employed by the learners. Moreover, Pearson correlation coefficient was used to discover the association between reading strategy use and reading comprehension achievement. According to the findings Ethiopian EFL learners ,were almost near to the lower limit (M=2.55,Sd.=0.34)line of medium level reading strategy users. Furthermore, the use of metacognitive reading strategy had weak correlation (r=0.21,p=0.039) with reading comprehension achievement. The possible cause of this could be lack of awareness on how to regulate and monitor reading comprehension.

The Relationship between Metacognitive Reading Strategy Awareness and Reading Comprehension among freshman EFL Students, Ethiopia

The Relationship between Metacognitive Reading Strategy Awareness and Reading Comprehension among freshman EFL Students, Ethiopia

Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers

As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading.

La actividad metacognitiva y la comprensión lectora en estudiantes de décimo grado

La actividad metacognitiva y la comprensión lectora en estudiantes de décimo grado

The Relationship of Reading Comprehension Success with Metacognitive Awareness, Motivation, and Reading Levels of Fifth Grade Students.

This research aims to investigate the relationship between meta-cognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading comprehension level of independent level readers was high and anxiety level decreases reading comprehension. There was not a differentiation in distribution according to sex and independent readers had the highest reading comprehension scores in both sexes. There is a moderately significant relation between reading comprehension and metacognitive reading comprehension, internal-external motivation and reading level. Metacognitive reading comprehension expresses 33% of total variance including internal-external motivation and reading level variables. According to standardized regression co-efficient, predictor variables on reading comprehension are reading level, metacognitive reading comprehension, external motivation and internal motivation respectively in significance order. Key words: Reading comprehension, metacognitive awarenesses, reading motivations, reading levels.

Reading comprehension instruction in Irish primary classrooms: key insights into teachers' perspectives on classroom practices

Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students require effective, metacognitive reading comprehension strategies in order to succeed in a vastly expanding multi-literate textual environment. This paper will discuss a recent study, involving a survey (n=278) and interviews (n=12), which examined current beliefs and understandings regarding reading, as well as reading pedagogy and practice among teachers at primary level in Ireland. The findings revealed that current reading pedagogy, as indicated by the surveyed teachers, relies heavily on decoding instruction and an affective approach to reading while explicit comprehension instruction practice remains secondary and more the exception rather than the rule. The paper will attempt to examine possible reasons as to why current reading pedagogy remains ‘un-balanced’ in this manner while also exploring possible avenues for improvement.

The Relationship between (Meta)cognitive Strategies and Reading Comprehension in Iranian Female L2 Learners

The present study aimed to examine the possible effects of the Iranian elementary female L2 learners’ (meta)cognitive reading strategy knowledge on their reading comprehension in 3 different stages of reading, that is, prereading, while-reading, and postreading phases. In order to control the language proficiency factor, 40 L2 learners were selected through the application of the Oxford Placement Test. The participants belonged to 2 different age groups. Twenty of them were selected from the young people, ranging from 15 to 20 years old. The other 20 participants who comprised the second group were adults, ranging from 35 to 40 years old. The participants completed a reading strategy survey and took a reading comprehension test. Descriptive and inferential statistics were used to describe the respondents’ reading strategy use and their performance on the reading test. The results showed no significant relationship between the young and adult Iranian female L2 learners’ comprehension level and their use of reading strategies. In fact, the data obtained from the young group resulted in a significant relationship between reading comprehension and metacognitive reading strategy use. That is, the more L2 learners employ metacognitive reading strategies, the more their reading comprehension level will be. Besides, the participants of both groups were alike in their perceived use of cognitive reading strategy.

How graphic novels support reading comprehension strategy development in children

AbstractThis qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama.

Gender differences in executive functions and reading abilities in children with attention deficit hyperactivity disorder

Background Executive function (EF) develops throughout childhood and adolescence. Up to half of youth with attention deficit hyperactivity disorder (ADHD) show executive dysfunction. Reading disability has a comorbidity with ADHD of 20–40%. Adequate reading comprehension depends on higher cognitive skills beyond word decoding. Aim The aim of this study was to investigate EFs and reading abilities in a group of primary school children with ADHD [intelligence quotient (IQ)≥85] and whether they differ with sex. Methods A total of 30 Egyptian boys and 30 girls aged 8–12 years diagnosed with ADHD were compared with 40 healthy matched controls in terms of clinical assessment of reading skills, comorbidites, IQ, ADHD symptoms using Conners’ Parent Rating Scale-Revised-Long version (CPRS-R-L), EFs using the Wisconsin Card Sorting Test (WCST), and metacognitive reading using the Metacognitive Reading Comprehension Scale. Results In total, 50% of ADHD cases showed the combined type, 31.7% the predominantly inattentive, and 18.3% the predominantly hyperactive type, with a significant gender difference (P=0.007). Patients had significantly higher scores in all CPRS-R-L scales, except for the anxious–shy subscale. Boys had higher means in the ‘hyperactivity’, whereas girls had higher means in the ‘cognitive problems/inattention’ scale. Male and female patients did not differ in comorbid learning disabilities but differed in conduct disorder and depression. Patients scored significantly lower on all WCST indices, except the first trials (P Conclusion Children with ADHD have lower EF and reading abilities than controls. Executive dysfunction is related to inattention and not to hyperactivity. No robust differences in EF can be attributed solely to sex. Reading and metacognitive reading dysfunctions showed no gender difference.