The effects of metacognitive training on English language learner's reading comprehension.

摘要

Mastering reading skills and grade level content are crucial skills at the elementary school level; however for students learning English as a second language developing those skills might be a challenge. This study determined the effects of metacognitive training on English language learners' reading comprehension by teaching reading strategies to thirty-three Spanish-speaking students between the ages of nine and eleven with basic and intermediate levels of English language proficiency.; Students were randomly assigned to four groups: metacognitive strategy training in English only (monolingual condition) for students with basic and intermediate level language proficiency (Groups 1 and 2) and strategy training in English plus Spanish (bilingual condition) (Groups 3 and 4). The curriculum was based on Chamot & O'Malley's (1987) instructional model and focused on explicit, direct, instruction in how to use and monitor reading strategies. Experimental groups attended 90 minute sessions twice a week for a six-week period followed by two weeks of extra practice. Pre-test and post test standardized measures of reading comprehension were obtained using the Scholastic Reading Inventory. Pretest and post test scores on the Metacomprehension Index were gathered as a qualitative measure of strategy awareness.; A 2 X 2 X 2 X 6 factorial design was employed. The Analysis of Variance procedure showed main effects of testing occasion and strategy awareness. There were significant differences in metacognitive awareness between pre-test and post test scores. Subjects increased their metacognitive awareness in the six selected reading strategies that were taught (predicting; previewing; determining the purpose of reading; using background knowledge; self-questioning and summarizing).; Additionally, a 2 X 2 X 3 factorial design tested the main effect of level of English language proficiency confirming that language proficiency is a crucial factor that impacts reading comprehension. No main effect of language instruction was observed on reading comprehension. There were no interactions between English language proficiency levels and language of instruction.; This study concludes that regardless of language of instruction, participating subjects increased their strategy awareness in six selected reading strategies and that the gains in reading comprehension may be the result of strategy use and extra practice rather than the language of instruction used to deliver instruction.