Date Approved

1-22-2018

Embargo Period

1-23-2018

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Abraham, Stephanie

Second Advisor

Lee, Valarie

Third Advisor

Browne, Susan

Subject(s)

Metacognition in children; Reading comprehension

Disciplines

Elementary Education | Language and Literacy Education

Abstract

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.

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