Comprehension monitoring : an examination of the strategies used by selected proficient readers at the grade three level

Genge, Vina Cynthia (1987) Comprehension monitoring : an examination of the strategies used by selected proficient readers at the grade three level. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

This study was an investigation into the process of reading comprehension. Its purpose was to identify the comprehension monitoring strategies used by a select group of proficient grade three readers and to determine similarities or differences in strategy use among such readers. The study employed a methodology which combined the active processing measure of oral reading, the think-aloud measure of verbal reporting and the product measure of free recalls. -- The sample consisted of a group of twenty proficient grade three readers from three schools within the Roman Catholic School Board for Conception Bay Center. The readers were assigned the task of reading a selected passage aloud and stopping at designated points to vocalize their thoughts. After completion the readers were required to retell the passage in their own words. Each session with individual readers was audiotaped. Transcriptions of these sessions provided the data for the study. -- Three comprehension monitoring strategies were identified in the oral reading protocols, and five were identified in the think-aloud protocols. Although no new strategies were identified in the free recall protocols, support for some of the previously identified strategies was found. The free recalls also provided an adequate assessment of reading comprehension for the readers. It was found that readers in general utilized all eight strategies but did so to varying extents and in varying circumstances. Readers' free recalls in general proved to be very similar in both type and extent of information and indicated adequate comprehension. It was concluded that despite the individual differences in the utilization of strategies, readers had similar end results of adequate comprehension. -- Conclusions regarding the relevance of this research for pedagogical practice and recommendations for further research were made in the final chapter of this study.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7990
Item ID: 7990
Additional Information: Bibliography: leaves 90-94.
Department(s): Education, Faculty of
Date: 1987
Date Type: Submission
Library of Congress Subject Heading: Reading comprehension; Metacognition; Reading (Primary)--Research

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