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self-reported use of metacognitive reading strategies of community college students

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Date Issued:
2011
Summary:
College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored.
Title: The self-reported use of metacognitive reading strategies of community college students.
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Name(s): Munro, Sophia.
College of Education
Department of Curriculum, Culture, and Educational Inquiry
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Issued: 2011
Publisher: Florida Atlantic University
Physical Form: electronic
Extent: x, 120 p. : ill. (some col.)
Language(s): English
Summary: College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored.
Identifier: 777940803 (oclc), 3333057 (digitool), FADT3333057 (IID), fau:3800 (fedora)
Note(s): by Sophia Munro.
Thesis (Ph.D.)--Florida Atlantic University, 2011.
Includes bibliography.
Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
Subject(s): Reading, Psychology of
Cognitive learning
Inquiry-based learning
Persistent Link to This Record: http://purl.flvc.org/FAU/3333057
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU