The impact of metacognitive scaffolding and monitoring on reading comprehension

Show simple item record Dabarera, C en Renandya, WA en Zhang, Jun Lawrence en
dc.coverage.spatial UK en 2014-05-30T03:15:22Z en 2014-02 en
dc.identifier.citation System: An International Journal of Educational Technolog and Applied Linguistics, 2014, 42 (1), pp. 462 - 473 en
dc.identifier.issn 0346-251X en
dc.identifier.uri en
dc.description.abstract This article reports on a study that investigated the impact of metacognitive strategy instruction on reading comprehension in English as a second language (ESL) among 67 Year-1 Secondary students in Singapore. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the University of New South Wales, International Competitions and Assessments for Schools, (UNSW ICAS) English competition Paper F (2008) were respectively used to measure the students' extent of metacognitive awareness and reading comprehension ability. In addition, qualitative data on student experiences with metacognitive strategy instruction was collected via semi-structured interviews. The intervention involved the explicit teaching of metacognitive strategies via the Reciprocal Teaching approach. The findings corroborated previous research that there is a relationship between metacognitive awareness-raising and reading comprehension improvement. In addition, metacognitive strategy instruction was found to be effective in increasing metacognitive awareness, and was linked to small but statistically significant reading comprehension gains. These quantitative findings are further supported by qualitative data gathered from the student interviews. Our study has successfully identified a relevant tool in the form of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) for use in student needs analysis and suggests the applicability of this research to Singapore or a similar context. en
dc.language English en
dc.publisher Elsevier Science en
dc.relation.ispartofseries System: An International Journal of Educational Technolog and Applied Linguistics en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title The impact of metacognitive scaffolding and monitoring on reading comprehension en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.system.2013.12.020 en
pubs.issue 1 en
pubs.begin-page 462 en
pubs.volume 42 en
dc.rights.holder Copyright: Elsevier Science en
pubs.end-page 473 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 430346 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2014-05-06 en

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