Metacognitive Strategies in Teaching Reading to Primary Students

Diana Tandean

Abstract


This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.

Save to Mendeley


Keywords


Metacognitive strategies, reading comprehension, young learners

Full Text:

PDF

References


Larkin, S. (2010). Metacognition in Young Children. Oxon: Routledge.

Nelson, T. O., & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. The Psychology of Learning and Motivation.

Phillips, S. (1993). Primary students. Oxford University Press.

Creswell, J. W. (2012). Collecting qualitative data. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth ed. Boston: Pearson, 204-35.

Dutcher, P. (1990). Authentic reading assessment. ERIC Digest (ED328607). Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.; American Institutes for Research, Washington, DC.

Flavell, J. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive - Developmental Inquiry. American Psychologist Vol.24, No.10 , 906-911

Haidar, A. H., & Al Naqabi, A. K. (2008). Emiratii High School Students' Understandings of Stoichiometry and the Influence of Metacognition on Their Understanding. Research In Science & Technological Education, 26(2), 215-237.

Hartman, H.J. (2001b). Teaching metacognitively. In H.J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 149-172). Boston: Kluwer Academic.

Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Buttner, G., &Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), 157-171.

Maasum, T. N. R. T. M., & Maarof, N. (2012). Empowering ESL readers with metacognitive reading strategies. Procedia-Social and Behavioral Sciences, 69, 1250-1258.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25(3), 2-11.Barnett, M. A. (1989). Reading as a process. The French Review, 63(1), 31-44.

Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation. Journal of College Reading and Learning, 40(2), 45-63.

Nicolielo-Carrilho, A. P., & Hage, S. R. D. V. (2017). Metacognitive Reading Strategies of Children with Learning Disabilities. In Codas (Vol. 29, No. 3). Sociedade Brasileira de Fonoaudiologia.

Scharlach, T. (2008). START Comprehending: Students and Teachers Actively Reading Text. Reading Teacher, 62(1), 20-31.

Sheorey, R., & Mokhtari, K. (2001). Differences in the Metacognitive Awareness of Reading Strategies among Native and Non-Native Readers. System, 29(4), 431-449.

Woolley, G. (2011). Reading comprehension. In Reading Comprehension (pp. 15-34). Springer, Dordrecht.

Zhussupova, R., & Kazbekova, M. (2016). Metacognitive strategies as points in teaching reading comprehension. Procedia-Social and Behavioral Sciences, 228, 593-600.




DOI: https://doi.org/10.33508/bw.v8i2.2320