Shelton Edok-Comprehension
Teresa Shelton
DR 342/TTH 9:30
March 18, 2012
Edok #4
APA reference
Boulware-Gooden, R., Carreker, S., & Thornhill, A. J. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. the Reading Teacher , 61. Retrieved from http://ezproxy.mssu.edu:2065/docview/203285207?accountid=12570
Central Theme
This a case study on a 119 third graders in two southwest United State school on determining if systematic metacognitive strategy instruction has an effect on comprehension and vocabulary development. The study proved metacognitive strategies improve test scores in both comprehension and vocabulary for third graders and can be easily introduced to literacy programs.
Main Ideas
v Comprehension is the reason for reading.
v Vocabulary plays a very important role in comprehension.
v Example of part of the case study used on the third graders using metacognitive reading strategies.
v Some believe that reading comprehension develops naturally like oral language development does.
v Definition of metacognitive strategies. Kuhn defines it as an awareness of what one believes and how one knows.
v Comprehension was greatly improved if the students were given several different metacognitive strategies to choose from.
v The National Reading panel summarized 8 promising strategies: comprehension monitoring, cooperative learning, graphic and semantic organizers, story structure, question answering, question generation, summarization, and multiple strategies.
v In the case study the pre-testing and post-testing had to be exactly the same to only test the metacognative strategies being used.
v Students improved in both comprehension and vocabulary in the school that used metacognitive strategies for learning.
Author’s Conclusion
The author detailed in the case study how metacognitive strategies should be used for reading to improve comprehension and vocabulary. It was also clear that the strategies should be in place by third grade because that is a pivotal year for students reading levels.
The author makes it clear that the strategy works through the case study and the scores that were achieved. Also, the last sentence makes it clear how important the author views metacognitive strategies. It says that the strategy led to positive effects to understand written text, and that is the reason for reading. The author believes this strategy should be in place in schools.
Evaluation
I hadn’t heard the term metacognitve strategies in such detail until I read this article. The case study was amazing and how clear it was from the test scores that this strategy really made a difference. It made me aware of how one strategy implemented correctly can make a lasting influence in a students learning. This study was third graders and now they are on grade level or better for vocabulary and comprehension. The other students in the case study may struggle and since it is third grade they may never catch up in these areas. The strategies of giving the students more than one way to decode, comprehend and understand text seems so easy but they made it clear that most teachers have trouble with teaching multiple ways and that we stick to teaching only one way. On top of that we don’t even explain to the students we are teaching them a strategy to help them decode vocabulary and how to comprehend all text. We as teachers must step outside our comfort zone to give our students multiple ways to learn.
DR 342/TTH 9:30
March 18, 2012
Edok #4
APA reference
Boulware-Gooden, R., Carreker, S., & Thornhill, A. J. (2007). Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. the Reading Teacher , 61. Retrieved from http://ezproxy.mssu.edu:2065/docview/203285207?accountid=12570
Central Theme
This a case study on a 119 third graders in two southwest United State school on determining if systematic metacognitive strategy instruction has an effect on comprehension and vocabulary development. The study proved metacognitive strategies improve test scores in both comprehension and vocabulary for third graders and can be easily introduced to literacy programs.
Main Ideas
v Comprehension is the reason for reading.
v Vocabulary plays a very important role in comprehension.
v Example of part of the case study used on the third graders using metacognitive reading strategies.
v Some believe that reading comprehension develops naturally like oral language development does.
v Definition of metacognitive strategies. Kuhn defines it as an awareness of what one believes and how one knows.
v Comprehension was greatly improved if the students were given several different metacognitive strategies to choose from.
v The National Reading panel summarized 8 promising strategies: comprehension monitoring, cooperative learning, graphic and semantic organizers, story structure, question answering, question generation, summarization, and multiple strategies.
v In the case study the pre-testing and post-testing had to be exactly the same to only test the metacognative strategies being used.
v Students improved in both comprehension and vocabulary in the school that used metacognitive strategies for learning.
Author’s Conclusion
The author detailed in the case study how metacognitive strategies should be used for reading to improve comprehension and vocabulary. It was also clear that the strategies should be in place by third grade because that is a pivotal year for students reading levels.
The author makes it clear that the strategy works through the case study and the scores that were achieved. Also, the last sentence makes it clear how important the author views metacognitive strategies. It says that the strategy led to positive effects to understand written text, and that is the reason for reading. The author believes this strategy should be in place in schools.
Evaluation
I hadn’t heard the term metacognitve strategies in such detail until I read this article. The case study was amazing and how clear it was from the test scores that this strategy really made a difference. It made me aware of how one strategy implemented correctly can make a lasting influence in a students learning. This study was third graders and now they are on grade level or better for vocabulary and comprehension. The other students in the case study may struggle and since it is third grade they may never catch up in these areas. The strategies of giving the students more than one way to decode, comprehend and understand text seems so easy but they made it clear that most teachers have trouble with teaching multiple ways and that we stick to teaching only one way. On top of that we don’t even explain to the students we are teaching them a strategy to help them decode vocabulary and how to comprehend all text. We as teachers must step outside our comfort zone to give our students multiple ways to learn.