Metacognitive Strategy Instruction and Science Text Comprehension in Fifth-Grade Students

• In Event: Visual Displays

Abstract

Reading comprehension and academic achievement have long been linked (Cromley, 2009), but the relationship between science text comprehension and science achievement has not been fully explored (Cromley, Snyder-Hogan, & Luciw-Dubas, 2010). We examined the impact of metacognitive strategy instruction on science text comprehension in fifth-grade students. RM-ANOVA and multi-level modeling were used to examine the impact of metacognitive monitoring and matrix-building instruction on comprehension. Students taught only monitoring strategies and those taught both matrix-building and monitoring showed equivalent increases in science text comprehension over time, suggesting matrices may not be effective unless utilized within the context of metacognitive monitoring instruction. Reading strategy knowledge moderated these relationships. Students taught both matrix-building and monitoring showed significant increases on a standardized comprehension test.

Authors

• Kristin Fisher Hoffmann, North Carolina State University

• John L. Nietfeld, North Carolina State University

• Lori Dolezal, NC State University