The Impact of Metacognitive Strategies on Reading Comprehension in an Early Literacy Workshop

• Authors: Karla Hrbáčková , Vlastimil Švec

Abstracts

EN

This preliminary study investigates metacognitive strategies displayed by young children and their impact on increasing reading comprehension during their involvement in a reading intervention programme from February to July 2004. The purpose of this study is (a) to explore the nature of existing metacognitive experience in the second, third and fourth grade classrooms and (b) to determine whether children who had participated in an early literacy workshop demonstrate reading comprehension achievement. To document and reflect metacognitive awareness of reading strategies students engaged in a literacy workshop. The teacher in this workshop provides instrumental support to student’s awareness and regulation comprehension strategies before, during and after reading. This metacognitive intervention was observed and videotaped by the research assistant and compared with reading achievement.

Keywords

EN

young children; literacy workshop; metacognitive strategies; reading comprehension

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2005
• Volume: 5
• Pages: 69-78

Dates

published

2005

Contributors

author

Karla Hrbáčková

• Tomas Bata University in Zlín

author

Vlastimil Švec

• Tomas Bata University in Zlín

References

• Larkin S.: Creating metacognitive experiences for 5- and 6-year-old children. In M. Shayer and P. Adey (eds.), Learning Intelligence: Cognitive Acceleration the Curriculum from 5 to 15 Years. Open University Press, London, 2002.
• Perry N., Drummond, L.: “Helping young students become self-regulated researchers and writers”, The Reading Teacher, vol. 56, 2002, pp. 298–310.
• Phillips J.A.: “Metacognitive strategies for helping poor readers in the content areas”, Journal Pembacan Malaysia (Malaysian Journal of Reading), vol. 1., 1992 pp. 11–17.
• Schmitt M.C.: “A questionnaire to measure children’s awareness of strategic reading process”, The Reading Teacher, 43, 1990, pp. 454–461.

Identifiers

DOI

10.15804/tner.05.5.1.06

Biblioteka Nauki

28409154