Making connections: an investigation into the role of metacognitive strategising and explicit use of connectives in improving the reading and writing of academic text in a Year 11 secondary English programme.

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dc.contributor.advisor Leek, Robert en
dc.contributor.advisor Greenwood, Jackie en
dc.contributor.author Nicholls, Helen Kathleen en
dc.date.accessioned 2007-07-09T12:07:35Z en
dc.date.available 2007-07-09T12:07:35Z en
dc.date.issued 2001 en
dc.identifier THESIS 02-030 en
dc.identifier.citation Thesis (PhD--English)--University of Auckland, 2001 en
dc.identifier.uri http://hdl.handle.net/2292/733 en
dc.description Restricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan. en
dc.description.abstract This study examines the effects of raising the awareness of a group of low achieving secondary school students about reading and writing academic text. The two-fold focus of the teaching programme was on cognitive and metacognitive strategies for comprehending short reading skills passages and how connectives are used in written argument text to signal rhetorical development. The study describes the context of learning for low achieving students in a low socioeconomic decile school and examines definitions of literacy and approaches to the teaching of reading and writing in New Zealand secondary English programmes. The reading and learning attributions of the students are examined, using a self- report questionnaire, the Learning and Study Strategies Inventory and the results of a Reading Skills pre-test and post-test. These results are considered in relation to their performance in the Reading Skills section of the Year 11 School Certificate English external examination. The use of a writing frame based on the genre of argument and focussed on explicit use of connectives as signals of coherent rhetorical development is discussed. The results of this study show that the cognitive and metacognitive self-attributions of the Experimental group were raised after training. The performance in the Reading Skills section of the School Certificate English examination showed no significant improvement, but performance in the Writing Skills section did improve. The implications for teaching and learning of academic reading and writing in the secondary school are discussed and suggestions are made for future research. en
dc.language.iso en en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99100712614002091 en
dc.rights Restricted Item. Print thesis available in the University of Auckland Library or may be available through Inter-Library Loan. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Making connections: an investigation into the role of metacognitive strategising and explicit use of connectives in improving the reading and writing of academic text in a Year 11 secondary English programme. en
dc.type Thesis en
thesis.degree.discipline English en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/ClosedAccess en


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