Metacognitive Reading Skills Research Articles

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.

Using E- Mind Mapping Strategy in Developing EFL Preparatory Stage Students’ Metacognitive Reading Skills

Using E- Mind Mapping Strategy in Developing EFL Preparatory Stage Students’ Metacognitive Reading Skills

Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency

Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p <.01, strategy understanding F(2,118) = 6.324, p <.01and the overall metacognitive reading skills F(2, 118) = 7.047, p < .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p >.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.

Using Collaborative Strategic Reading to Develop EFL Prep School Students' Metacognitive Reading Skills

Study Aims: This study aimed at investigating the effectiveness of CSR approach on Prep School Students' Metacognitive Reading Skills. Study Approach: To achieve the study aims, the researcher adopted the experimental approach on participants of (40) students at Al Ola private Preparatory School which were randomly selected. The participants were divided into two equivalent groups. Both groups were pretested to assure that they were equivalent. The experimental group was taught using CSR while the control one was taught by the traditional method in the first term of the scholastic year 2019-2020. The experiment lasted for six weeks in which the researcher implemented the study tools to investigate the effect of CSR. The results were statistically analyzed by SPSS to be compared with the post-test results. Study Tools: The researcher used 4 instruments to collect data: 1) questionnaire for teachers to determine the most important metacognitive reading skills, 2) a pre/post metacognitive reading skills test, and 3) a metacognitive reading skills rubric to determine the students' metacognitive reading skills performance. The main purpose of the rubric is for scoring the pre-post metacognitive reading skills test. Study Results: The results revealed that there were statistically significant differences at (α = 0.01) between the mean scores of the control group and those of the experimental one on the metacognitive reading skills posttest in favor of the experimental group. This positive result was attributed to the effectiveness of using the CSR. Study Recommendations: According to the findings, the researcher recommends that the English Language teachers need to activate CSR approach throughout reading in order to develop their students” metacognitive reading skills.

Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
 Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.

Metacognitive reading strategies of children with learning disabilities.

to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

Understanding online reading through the eyes of first and second language readers: An exploratory study

Utilizing eye-tracking technology and focusing on the “rapid”, “purposeful” and “comprehending” attributes of fluent reading, this study investigated first language (L1) and second language (L2) readers' online reading patterns and comprehension. Eye movement data from nine L1 readers and nine L2 readers were collected, analyzed and compared. Post-experiment interviews were conducted to obtain demographic and background information. The results indicate that L1 and L2 readers are heterogeneous when language proficiency is considered but they are homogeneous in many other aspects when the focus is on their online reading patterns and comprehension. While L1 readers read much faster than L2 readers, their attention distribution and performance on reading comprehension test are similar to L2 readers'. This study concludes that the essential online reading competency factors are similar in L1 and L2's online reading when the “rapid”, “purposeful” and “comprehending” attributes of fluent reading are under investigation. When the core vocabulary of a language is mastered, it is metacognitive reading skills that play a major role in fluent reading in the context of new literacy.

The need for a needs analysis at UEM: Aspects of and attitudes towards change

This study concentrates on a needs analysis to gain insights into the current status of the teaching of English as a Foreign Language (including English for specific and academic purposes – namely EFL, ESP and EAP) at Eduardo Mondlane University, Maputo. The study will attempt an identification and classification of the skills and strategies students are taught through their textbooks and how these help them construe meaning. Needs analysis, questionnaires and different reading taxonomies are used to identify and classify reading skills and strategies, as well as gauge the perceptions of practitioners at UEM. Learners’ reading level is tested through a reading test using the relevant IELTS module. Findings show that a number of cognitive and metacognitive reading skills and strategies are taught, but with the use of very old and rather inadequate textbooks; these do not meet the expected goals of teaching English for Specific or Academic Purposes. Further, it is evident from the findings that the degree of text comprehension is below average and practitioners’ attitudes towards needs analysis and curricula development require attention in their own right.

EFFECTIVE PRACTICES FOR DEVELOPING THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS IN THE ENGLISH LANGUAGE ARTS CLASSROOM

ABSTRACTThis paper is a review of literature presenting instructional strategies—based on normative as well as empirical arguments—which have proven to be effective in envisioning what all teachers need to know and be able to do to teach English language arts (ELA) to English language learners (ELLs). The studies selected for review address what is particular to teaching ELA to ELLs. The paper is divided into two main sections: (a) teachers' linguistic practices and (b) teachers' pedagogical practices. In the first section, we report on the studies that analyze teachers' understanding of linguistics and present implications for their instruction of ELLs. Three areas of effective practice are emphasized based on the particular aspects of teaching ELA to ELLs. The first area is that teachers should recognize that literacy skills in ELLs' native languages might influence the ways in which ELLs process linguistic information in English. The second area highlights the argument that teachers should find ways to facilitate ELLs' mastery of academic vocabulary. The third area covers the significance of enhancing ELLs' metacognitive reading skills. In the second section, on teacher pedagogical practices, we discuss two broad pedagogical skills that emerge from both the normative and empirical studies reviewed and are closely related: (a) the teachers' ability to help ELLs construct meaning from the texts or speech represented in the ELA classroom and (b) the teachers' ability to engage ELLs in actively learning to read and write. The paper ends with a summary and a brief reflective statement on the limitations of the review of the literature.

Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning

Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning

Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning

This article argues that metacognitive reading skills are basic to learning across the curriculum and suggests that designers and presenters of academic support programmes would be wise to eschew the teaching of grammar and critical discourse which are common components of academic support programmes, and instead to concentrate on producing programmes which are designed specifically to develop the metacognitive reading skills of under-achieving and under-prepared students. Effective reading skills are transferable to many other domains, are a prerequisite for effective writing skills, underpin second-language learning and are fundamental for any academic study. It is argued that reading skills be taught and developed from a transactionist perspective of reading which, although it shares certain characteristics with constructionist/constructivist perspectives, nevertheless has significant differences. (Journal for Language Teching: 2002 36(1-2): 62-81)

Teaching Reading from A Metacognitive Perspective: Theory and Classroom Experiences

Educators are increasingly recognizing the value of instruction that focuses on developing metacognitive skills, or comprehensive strategies for thinking and independent learning. Some metacognitive strategies that distinguish more competent from less competent readers are activating background knowledge, identifying important ideas, self-questioning, self-monitoring, seeking to understand relationships among ideas, drawing inferences, and clarifying confusing statements. This article summarizes research on metacognitive reading skills and then describes two sample classroom exercises used by the author to teach these skills to developmental college readers.

Reading to Remember: Studies of Metacognitive Reading Skills in Elementary School-Aged Children

AbstractSelf-report methodologies, retrospection and protocol analysis, were employed in two studies to investigate sixth and seventh graders’ metacognitive reading skills in naturalistic reading settings. Students monitored relative passage difficulty between a narrative and an expository passage, and easily offered reasons for their judgments. Moderate positive correlations between numbers of problem-solving strategy retrospections and reading achievement scores suggest that retrospection be favored over protocol analysis as a more promising means of gaining access to students’ insights about how they read to remember.