The effects of implementing metacognitive reading strategies on elementary students' achievement in English as a second language classrooms. (c2006)

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dc.contributor.author Shami, Lina Mohammad
dc.date.accessioned 2011-08-19T09:05:10Z
dc.date.available 2011-08-19T09:05:10Z
dc.date.issued 2011-08-19
dc.date.submitted 2006-05
dc.identifier.uri http://hdl.handle.net/10725/530
dc.description Includes bibliographical references (leaves 79-83). en_US
dc.description.abstract This study aimed at investigating the effects of metacognitive strategy training and use on the reading comprehension achievement of Lebanese elementary learners of English as a Second Language. Thirty-six sixth grade Lebanese students participated in the study. Questionnaires and reading comprehension tests administered prior-to and post-to metacognitive strategy instruction and use served as the principal sources of data. For purpose of analysis, the participants' responses to the questionnaire given prior-to and post-to strategy training and their reading comprehension test items and test scores pre- and post- to implementing metacognitive reading strategies were compared. Analysis of the data revealed that the participants' awareness and use of metacognitive reading strategies increased as a result of metacognitive strategy instruction. The results also indicated that metacognition provided the participants with a repertoire of useful reading strategies that helped them perform reading tasks more effectively, which in turn, helped them improve their second language reading performance as revealed by their reading comprehension test items and test scores. This study pointed out the benefits of metacognitive reading strategies for students at the elementary level. It also highlighted the significance and the role of metacognitive reading strategies in building up and developing effective reading skills. en_US
dc.language.iso en en_US
dc.subject Metacognition in children en_US
dc.subject Reading (Elementary) en_US
dc.subject English language -- Study and teaching (Elementary) -- Lebanon en_US
dc.title The effects of implementing metacognitive reading strategies on elementary students' achievement in English as a second language classrooms. (c2006) en_US
dc.type Project en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 199908380 en_US
dc.author.commembers Dr. Layla Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 95 leaves; ill. (some col.); 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Rima Bahous
dc.identifier.doi https://doi.org/10.26756/th.2023.561
dc.publisher.institution Lebanese American University en_US

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