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A Comparison Of Verbal And Written Metacognitive Strategies Used By High School Students In A Language Arts Classroom, Jennifer Elizabeth Gannaio
A Comparison Of Verbal And Written Metacognitive Strategies Used By High School Students In A Language Arts Classroom, Jennifer Elizabeth Gannaio
Doctor of Education (Ed.D)
The purpose of the study was to compare verbal and written metacognitive strategies used by 10th grade students in an English Language Arts (ELA) classroom. A convenience sample of forty-seven students were divided into two equivocal treatment groups. Both groups were first pretested by completing an ACT reading passage with accompanying questions. Following the reading task, both groups completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI). The sample was divided into two treatment groups, one group receiving daily enrichment style instruction in verbal metacognitive strategies, and the other treatment group receiving instruction in both written and verbal strategies. Following …