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How the Instruction and Use of Three Metacognitve Reading Strategies Helped Fourth Graders Find Success and Enjoyment in Reading Informational Text
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Readers/Advisors
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2011-08-01
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The purpose of this study was to explore what would happen when I provided my students with metacognitive reading strategies in order to promote their engagement with and understanding of expository texts. To do so, I focused on three metacognitive strategies that I explicitly instructed in a series of small group settings; connecting, imaging, and predicting. I provided the students with time to practice the strategies independently using expository texts such as magazines, textbooks, and nonfiction books. I wanted to make a difference in the way my students read nonfiction information. I wanted them to see the value in reading such texts, and teach them ways to make sense of what they read.