Metacognitive Strategies in Teaching Reading to Primary Students

Beyond Words Pub Date : 2020-11-01 DOI:10.33508/BW.V8I2.2320
Diana Tandean
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Abstract

This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.
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小学阅读教学中的元认知策略
本研究旨在迎合专业人士在提高青少年学习者自我阅读理解意识方面的需要,教育工作者可以实施元认知策略作为解决方案之一。因此,本研究旨在了解元认知策略在小学生阅读教学中的有效性。本研究采用的大理论是Brown、Palinscar和Armbruster(1984)提出的六种顺序阅读策略。研究方法为实验前研究,以三组三年级学生为研究对象。研究者为每个治疗设计了阅读作业,并设计了阅读测试作为研究工具。采用配对t检验对前测和后测数据进行分析。数据显示,在所有三组中,测试前和测试后的分数存在显著差异。
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来源期刊
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发文量
6
审稿时长
10 weeks
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