The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students

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Title: The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students
Author: Hoffmann, Kristin Fisher
Advisors: Shevaun Neupert, Committee Member
Margareta Pop, Committee Member
Ellen McIntyre, Committee Member
John Nietfeld, Committee Chair
Gregg Schraw, Committee Member
Abstract: This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.
Date: 2010-04-26
Degree: PhD
Discipline: Educational Psychology
URI: http://www.lib.ncsu.edu/resolver/1840.16/6198


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