Date of Award
3-2003
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Graduate Education
Abstract
This paper presents a summary of selected research on teaching cognitive and metacognitive reading strategies and their correlation to improved reading comprehension at the elementary level. It also reviews instructional programs, and describes implications for teaching. Study findings indicate that explicit teaching of cognitive/metacognitive reading strategies are effective in improving reading comprehension for students at the elementary level.
Recommended Citation
DeBoer, Sheila R., "Role of Explicit Teaching of Cognitive/Metacognitive Reading Strategies to Improve Reading Comprehension at the Elementary Level" (2003). Master of Education Program Theses. 67.
https://digitalcollections.dordt.edu/med_theses/67
Comments
Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education