Middle School Reading Comprehension Strategies and Metacognition.

Abstract

By the end of each school year it is the expectation that students meet the Common Core State Standards. With this expectation, students must use reading comprehension skills in order to meet these standards. The goal of this research was to understand more about the strategies students are or are not using before, during and after reading, how they are selecting these strategies and how they are using these strategies to support their reading. The research for this study was conducted with three middle school students (Grades 6-8) who were recruited from a single classroom. The participants completed a QRI-6 assessment, reading of a passage and an interview. The data collected was analyzed qualitatively using descriptive coding and thematic coding (Saldaña, 2016). The main findings of this research were that the participants were using current reading strategies used in their classrooms, using strategies to track their reading progress and that they were unable to remember prior reading experience using reading strategies.