Effects of Metacognitive Instruction on Comprehension

University

Shawnee State University

Major

Middle Childhood Education; Math & Science

Student Type

Undergraduate Student

Presentation Types

Oral Presentation

Keywords:

vocabulary, comprehension, metacognition, learning disabilities

Abstract

Reading comprehension is a key factor in any classroom setting. Contrary to popular belief, it is especially important in the science classroom. There are many ways to instruct students to increase their comprehension of science texts, including direct vocabulary instruction and metacognitive instruction. These instructional strategies have independently shown to have positive effects on student reading comprehension, especially students with learning disabilities. This project aimed to use both strategies with a small group of students with learning disabilities to understand if these strategies, used simultaneously, would impact student comprehension of science texts.

Human Subjects

yes

IRB Approval

no

Faculty Mentor Name

Jodi Dunham

Faculty Mentor Title

Professor of Education

Faculty Mentor Academic Department

School of Education

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Effects of Metacognitive Instruction on Comprehension

Reading comprehension is a key factor in any classroom setting. Contrary to popular belief, it is especially important in the science classroom. There are many ways to instruct students to increase their comprehension of science texts, including direct vocabulary instruction and metacognitive instruction. These instructional strategies have independently shown to have positive effects on student reading comprehension, especially students with learning disabilities. This project aimed to use both strategies with a small group of students with learning disabilities to understand if these strategies, used simultaneously, would impact student comprehension of science texts.