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A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
Dissertations
Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited and comprehension …
A Study Of The Academic And Personal Impacts Of A Literacy Intervention Course: Stories From Stakeholders, Jeremy Ray Logsdon
A Study Of The Academic And Personal Impacts Of A Literacy Intervention Course: Stories From Stakeholders, Jeremy Ray Logsdon
Dissertations
This study aims to illuminate, via the qualitative method of portraiture, the academic and personal impacts of both faculty and student stakeholders of a literacy intervention course, offered as an alternative to the traditional developmental reading model, taught at a regional southeastern United States four-year public university. Students who enrolled in the course from the semesters of fall 2012 to fall 2015 were given the opportunity to complete a survey about their experiences with the literacy intervention course. Faculty stakeholders were interviewed for their perspective on course creation, implementation, and delivery, focusing on the six curricular core competencies of reading …