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

First 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.

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