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.
|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|
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