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Application of metacognitive strategies during text reading by Singaporean students
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Wong, M. Y., Chang, A. S. C., & Hong, E. L. (1999). Application of metacognitive strategies during text reading by Singaporean students. In S. P. Loo (Ed.), Proceeds of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 632-639). Malacca, Malaysia.
The present research attempts to discover the types of metacognitive strategies applied to reading in English by Singaporean students. Previous researchers (Garner & Reis, 1981; Baker & Brown, 1984; Palincsar & Ransom, 1988; Wray, 1994) have demonstrated that skilled readers are more adept at a number of reading strategies, while poor readers have difficulties taking charge of their own cognitive processes while reading. Whether the frequency of their usage of the English language bears effects on their application of metacognitive strategies in the reading of story passages will be revealed. Findings by Wong and Underwood (1996) have verified that Singaporean readers who speak the English language frequently are skilled readers, while those who use English language less frequently are poorer in reading the language. It would therefore be expected that the former group of readers would more actively monitor and have greater control of their reading of story passages in English, as opposed to the latter group of readers. Whether and how their application of metacognitive
strategies enhance their reading comprehension would be examined. Instructional implications of metacognitive strategies would be discussed to determine how this may enhance reading comprehension.
This paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999
Appears in Collections:Conference Papers

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