Date of Award

Spring 6-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Education (PhD)

Department

Education

First Advisor/Committee Member

William Nagy

Second Advisor/Committee Member

Scott Beers

Third Advisor/Committee Member

Julie Antilla

Keywords

collaborative strategic reading, struggling readers, metacognitive strategies, reading comprehension, metacognition

Abstract

Many ESL international students struggle with academic reading, which hinders their success in American colleges. Collaborative Strategic Reading (CSR) is a multi-component approach that trains struggling readers to apply a set of cognitive and metacognitive strategies to enhance their reading comprehension and content area reading. This quasi-experimental nonequivalent control group pretest-posttest study aims to evaluate the effect of CSR on ESL international students' reading comprehension and their metacognitive awareness in college. The researcher employed Degrees of Reading Power (DRP) and Metacognitive Awareness of Reading Strategies Inventory (MARSI) measurement tools to collect the data. Capturing students' perceptions of CSR in the treatment condition is another area the researcher explored in this study. Thirty-two intermediate ESL international students were involved in this investigation using convenience sampling. Failing one of the main assumptions of MANCOVA has led the researcher to conduct two One-Way ANCOVAs to analyze the data. The findings of the study were statistically significant for both the reading comprehension and the metacognitive knowledge (p < .05) after controlling for the reading and metacognitive awareness pretest scores favoring the CSR group.

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