Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
William Anderson
Committee Member
Maryellen Maher
Keywords
cognitive processes, comprehension, critical thinking, elementary school teachers, learning strategies, lesson implementation, literacy instruction, metacognition, metacognitive reading strategies, monitoring thinking, preservice teacher education, professional development, reading instruction, reading strategies, strategy instruction, structured observations, teacher observations, teacher preparation programs, teacher workshops, thinking skills, theory-based leadership initiatives, workshop participation
Abstract
This applied dissertation was designed to address the lack of understanding and use of metacognitive reading strategies at the elementary school level. Information about the importance of metacognitive reading strategies was provided at teacher workshops and meetings. Preintervention questionnaires revealed that teacher preparation programs often fail to provide preservice teachers with opportunities to learn about metacognition as it relates to literacy instruction. As a result, many elementary school teachers fail to provide students with opportunities to monitor their thinking. The 4th-grade teachers who volunteered to participate in this study were not modeling metacognitive reading strategies to facilitate optimal learning, and they tended to ask questions at the literal level without consideration of moving toward higher level, more critical thinking.
The writer reviewed current literature and focused on problem areas within the work setting. Subsequently, the writer delineated solution strategies applicable to the needs of the elementary school teachers. Strategic planning and theory-based leadership initiatives were designed to facilitate teachers’ understanding and implementation of metacognitive reading strategies. Workshops involved defining metacognition, modeling metacognitive reading strategies, analyzing the research relative to metacognitive reading strategies, and offering resources to assist teachers in the implementation of strategy instruction.
Analysis of the data suggested that the teachers developed a comprehensive understanding of metacognition and increased their use of metacognitive reading strategies. All 6 teachers were able to give a thorough definition of metacognition at the conclusion of the study. Initially, only 1 teacher could adequately define metacognition. During initial structured teacher observations, teachers demonstrated an average of 2 metacognitive reading strategies. At the conclusion of the study, subjects demonstrated an average of 6 metacognitive reading strategies per lesson. Additionally, the data suggested that the teachers demonstrated an average increase of 3.5 metacognitive reading strategies during reading instruction after participating in workshops and study groups.