M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Reading comprehension; Third grade (Education)
Disability and Equity in Education
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.
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.