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Dissertation/Thesis Abstract

A case study of the reported use of metacognitive reading strategies by postsecondary instructors of developmental reading courses with struggling adult readers to increase comprehension
by Drayton, Audrita, Ph.D., Florida Atlantic University, 2016, 265; 10172670
Abstract (Summary)

This qualitative research study examined developmental reading instructors’ reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.

Indexing (document details)
Advisor: Baxley, Traci P.
School: Florida Atlantic University
School Location: United States -- Florida
Source: DAI-A 78/02(E), Dissertation Abstracts International
Subjects: Pedagogy, Literacy, Reading instruction, Cognitive psychology, Curriculum development, Higher education
Keywords: Approaches, Metacognitive reading strategies, Postsecondary instructors, Reading comprehension, Reading strategies, Strategies
Publication Number: 10172670
ISBN: 978-1-369-27422-6
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