Year: 2012
Type: dissertation
Study design: Clinical Trial
Abstract: This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.
Authors: de Jonge, Sharyn Leanne
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W207128916