Date Approved
5-19-2003
Embargo Period
5-11-2016
Document Type
Thesis
Degree Name
M.A. in Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Urban, Stanley
Subject(s)
Reading comprehension; Third grade (Education)
Disciplines
Disability and Equity in Education
Abstract
This study investigated the effectiveness of a metacognitive think-aloud strategy used to improve reading comprehension in a group of third grade students. Fourteen general education students were pre-tested using an individual reading inventory to determine baseline independent, instructional, and frustration reading levels. Explicit and systematic instruction in the strategy, as well as hands-on practice with each component of the strategy, lasted for twelve consecutive weeks. Subjects were then post-tested with different forms of the initial reading inventory. Comparisons of pre-test and post-test scores indicate an average of one year's growth in the independent, instructional, and frustration reading levels for all subjects involved in the study.
Recommended Citation
Scully, Megan C., "Effects of a metacognitive think-aloud strategy used to improve reading comprehension in a group of third graders" (2003). Theses and Dissertations. 1375.
https://rdw.rowan.edu/etd/1375
