To What Extent do Grade Level and Above Grade Level Seventh Grade Readers Use Metacognitive Reading Strategies in Reading Fiction and Non-Fiction?

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dc.contributor.advisorMandeville, Tom
dc.contributor.authorSmith, Stacy L.
dc.contributor.committeeMemberBattle, Jennifer
dc.contributor.committeeMemberBond, Nathan
dc.date.accessioned2020-09-11T14:22:24Z
dc.date.available2020-09-11T14:22:24Z
dc.date.issued2001-12
dc.description.abstractThis study examined grade level and above grade level seventh grade readers’ current awareness and use of metacognitive reading strategies. The sample included a target group o f 12 students—six students from each ability level Their metacognitive behaviors were observed using three procedures: a metacognitive self-awareness inventory, structured student interviews, and student reading journals. Analysis of data revealed that these readers tended to utilize few metacognitive reading strategies and depended on “common sense” strategies for comprehension. Overall, they tended to approach their reading tasks without planning or consciously trying to correct any miscomprehension they experienced.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent53 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationSmith, S. L. (2001). To what extent do grade level and above grade level seventh grade readers use metacognitive reading strategies in reading fiction and non-fiction? (Unpublished thesis). Southwest Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/12580
dc.language.isoen
dc.subjectmetacognition
dc.subjectreading strategies
dc.subjectreading comprehension
dc.subjectstudy skills
dc.titleTo What Extent do Grade Level and Above Grade Level Seventh Grade Readers Use Metacognitive Reading Strategies in Reading Fiction and Non-Fiction?
dc.typeThesis
thesis.degree.departmentCurriculum and Instruction
thesis.degree.grantorSouthwest Texas State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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