MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Metacognition in children; Reading comprehension
Elementary Education | Language and Literacy Education
The purpose of this study is to determine how fourth grade students implement active reading strategies during independent reading time. Data was recorded over a one-month period and tracked through student response journals, individual reading conferences, and teacher anecdotal notes. Throughout the study, student responses developed to include discussion of strategy use and metacognition. Student stamina and comprehension was supported through the practice. The structure of the independent practice helped students' to build their skills of strategy implementation and metacognition to monitor their independent reading.
Bradfield, Stephanie, "Fourth grade students' use of active reading strategies during Independent Daily Reading Time" (2018). Theses and Dissertations. 2510.