Study Description

Study description

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The study seeks to determine the effectiveness of the systematic direct instruction of several metacognitive mechanisms established to help the student in the comprehension process. It takes place in 6 third grade classrooms in particular two urban elementary learning institutions in the southwest region of the United States. These schools are perceived democratically and academically equal as per the research department within the district.

Is it qualitative or quantitative?

The study involves the use of qualitative data collected from various sources. It included the collection of data related to the attitudes, perception, views, and opinions from the participants on the topic under investigation. In addition, the data were numerical and therefore the comprehension and reading achievement of the participant students was investigated to establish whether the instructions that integrated metacognitive approaches fostered an improved in the reading and comprehension of expository texts.

The research question(s) and purpose of the study

No significant research questions are depicted by the survey. However, the authors in this study achieve their objectives through the methodology they employ in the study. For example, through the interviews, teachers asked the students several oral questions about the goal and aims of the topic were directed to the children participants. The rationale of the study was to establish the usefulness of the systematic direct instruction of the multiple metacognitive texts. This involved examination of reading comprehension and vocabulary achievement to determine whether instructions that integrated metacognitive approaches culminated to high level reading compression of the expository texts. Nevertheless, the research focused on examining the impacts of the metacognitive strategies on vocabulary. In this way, reading comprehension is treated by the study as a multifaceted process. For the students to adequately comprehend a particular text, the study deems it necessary for them to have an awareness of the print, which can be obtained through multiple channels to improve the recognition.

Number of participants

A total of 119-third grade students were involved in the investigation to determine whether the instructions that integrated the metacognitive strategies led to an increase in the reading comprehension of the expository text. The 119 students participants were drawn from two urban elementary schools in the southwest US that were perceived to have academically and geographically equal, according to the districts research department.

Type of population

The sample populations were collected from the community of the two urban elementary schools in the Southwest United States. These two schools were considered to be geographically and academically equal, as per the information was given by the research department in the district.

Ethical issues

While conducting the study, the researcher considered four issues to ensure and confirm the study quality and credibility. It is meant the ability of the researcher to take into account the complexities that may happen during the study. As part of this, the oral data collected from the students drawn from the two elementary schools were transcribed and recorded to avoid distortion of information

Assumptions

The two elementary schools from where the participants were taken were perceived to have academically and geographically equal.

Study limitations

No significant limitations are demonstrated by the author in this study. The study provides further evidence to support the metacognitive instruction. In this manner, it was evident that the students in the intervention school whose vocabulary instructions needed a generation of the antonyms, synonyms and other related words improved by 40 percent about the vocabulary measure.

References

Boulware-Gooden, R, Carreker, S Thornhill, A, Joshi, R, M (2007): Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. The Reading Teacher 61(1), pp. 7077 DOI:10.1598/RT.61.1.7