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Effects of metacognitive strategic instruction on reading comprehension gains
Author
Sulasni Abdul Rahman
Supervisor
Zhang, Lawrence Jun
Abstract
This quasi-experimental research focuses on the effects of metacognitive strategic instructions on lower primary pupils’ reading comprehension performance. The research uses the reciprocal teaching method to encourage the use of peer interaction and collaborative learning in the classroom to boost pupils’ reading comprehension performance. The participants are grouped into 2 groups: Group A (experimental group) and Group B (control group). Using these 2 groups of participants, the research investigates the success rate of children’s reading comprehension performance using the reciprocal teaching strategy (Group A) as opposed to the conventional drill-andpractice strategy (Group B) through a ten-week process. The effects of the two strategies were measured mainly using a conventional reading comprehension posttest. The outcome of the research proves that the use of the reciprocal teaching strategy is more useful in improving children’s reading comprehension performance as compared to the usual drill-and-practice method. The teachers involved in the research attributed the differences in the results of the post-test to the frequent use of peer interaction and collaborative learning in the classroom that helps children to practice listening to and evaluating their peers’ opinions during the discussion of the text. Participants who were exposed to the reciprocal teaching strategy also cultivated the habit of rereading their text, unlike participants of the control group who tended to read the text only once and had to complete the reading comprehension tasks individually.
Date Issued
2008
Call Number
LB1050.45 Sul
Date Submitted
2008