Effects of Metacognitive Strategy Instruction on the Metacognitive Awareness and Reading Comprehension Performance of BEED Students

Abstract

Reading is a complex activity, and its most obvious goal is comprehension. As students progress through school, they are asked to read increasingly complex graphical and informational texts in their courses (Think Literacy, 2007). The reading process for managing these information-getting tasks is typically highly complex and requires both cognitive and metacognitive processing (Magliano & Trabasso, 1999; Wade & Reynolds, 1989 as cited in Hong-Nam & Leavell, 2011). Ideally, students that reach university level would be aware of using effective reading strategies, but it is observed that many students do not read analytically and cannot adjust their reading to the different materials they encounter (Gaerlan, 2012). Nevertheless, students can overcome their difficulties when they receive appropriate training on reading strategies and introduced to the concept of metacognition.

The present study aimed at examining the effects of metacognitive strategy instruction on the metacognitive awareness and reading comprehension performance of BEEd students and if there was a relationship between metacognitive awareness and reading comprehension. Metacognitive reading strategies (planning, monitoring, and evaluating) were taught to 45 students for five weeks using the Gradual Release of Responsibility model of instruction. Data were gathered through the use of the Gray Silent Reading Tests (GSRT), the Metacognitive Awareness Inventory (MA), and students’ reading logs. Pre-test and post-test scores were compared using T-test for paired samples, and the relationship between the two variables was tested using Spearman’s rho. A frequency test was also done to find out which metacognitive reading strategies were learned more after the intervention.