Metacognitive reflection and digital skills-based reading training in French minority language schools

Diamond, Ashley (2023) Metacognitive reflection and digital skills-based reading training in French minority language schools. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study investigated students’ reading performance and how it relates to the use of a digital reading training program combined with the use of metacognitive reflection. The participants were five grade 8 students, aged 13 and 14 years old, at a French minority language school in Newfoundland. The data were collected using the following instruments: a demographic questionnaire, a pre- and post-test reading performance assessment, the ELSAweb reading skills training program, and a metacognitive reflection questionnaire. The results were analyzed by comparing reading speed before and after the study, computing growth scores for reading comprehension before and after the study, and descriptive statistics to measure the outcomes of the ELSAweb training program and metacognitive reflection questionnaire. The results of the study suggest that there is a positive relationship between students’ reading performance and their use of the ELSAweb training program simultaneously with the metacognitive reflection questionnaire. The results of the metacognitive reflection questionnaire revealed varying levels of engagement from students and demonstrated that those students who engaged more thoroughly with the metacognitive reflection questionnaire obtained more significant results. The findings of this study are informative both at the school board level and within the classroom. The findings suggest that research-based reading training interventions are effective and should be incorporated into curriculum in order to support students as they learn to read. Additionally, it suggests to teachers that metacognitive reflection is a useful tool to equip students with as they are learning and building on their new and existing skills.

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