The effect of metacognitive strategies on student attitude toward reading

[摘要] The purpose of this study was to determine the effect of metacognitive strategies on students;; attitude toward learning, with the strategies and learning experiences being specifically related to learning about reading. The three strategies that were explicitly taught were: previewing the text, questioning, and summarizing. Student surveys were conducted prior to learning a metacognitive strategy, and again after having time to put that strategy in place while reading independently. Data was gathered and coded to search for a correlation between explicitly learning and implementing a metacognitive strategy and improving students;; attitude toward learning experiences related to reading. Most attitudes recorded on the surveys remained consistent throughout the study, but one trend emerged. On average, Students reported a positive change on each post survey on the prompt ;;This strategy made me a better reader;;. While explicitly teaching metacognitive strategies did increase student awareness of the learning process, this study did not implicate a noticeable impact on their attitude toward learning.

[发布机构] University of Wisconsin

[效力级别] Reading instruction

[关键词] Literacy;Reading instruction;Teaching