Date of Publication

2005

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

English Language and Literature

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English and Applied Linguistics

Thesis Adviser

Remedios Z. Miciano

Defense Panel Chair

Sterling M. Plata

Defense Panel Member

Leonisa A. Mojica
Rochelle Irene S. Garcia

Abstract/Summary

This study describes the metacognitive strategies used by skilled and less skilled readers in comprehending a narrative and an expository text in English. It further investigates how factors such as reading ability, interest, prior knowledge and text type affect strategy choice and use. The participants were freshmen enrolled in English One at De La Salle University-Manila (DLSU-M). Think aloud protocols, and responses to the Barnett questionnaire and a semi-structured interview were analyzed and interpreted. Results reveal that a dominant strategy used by the skilled readers with the narrative text is word monitoring, and with the expository text, they used a variety and no one strategy surfaced as dominant. The less skilled readers dominantly used comprehension monitoring with both narrative text and expository texts. Further, it was found that the factors mentioned above all appeared to affect strategy choice and use in the sense that readers use different types of strategies depending on their reading ability, and on the presence or absence of prior knowledge and interest. This might have implications for reading education in terms of encouraging the explicit teaching of the use of metacognition in reading. Likewise, a longer and more intensive training of students in the use of strategies is recommended.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004007

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Metacognition; Reading (Higher education); Reading comprehension; English language--Study and teaching

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