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.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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