Project Title

Metacognitive Reading Strategies of Upward Bound Students

Presenter Hometown

Richmond

Major

Industrial and Organizational Psychology

Department

Psychology

Degree

Graduate

Mentor

Dr. Yoshie Nakai

Abstract

The use of metacognitive strategies in learning process gained a growing interest in academia. Metacognition is awareness and monitoring of one’s own comprehension processes (Moktari & Reichard, 2002). The purpose of this study was to better understand metacognitive reading strategies utilized by Upward Bound students and to enhance student’s awareness of their strategies. High school students in the Upward Bound Program completed the Metacognitive Awareness of Reading Strategies Inventory (MARSI) before and three months after a 5-week summer program (n=94). Data were collected over two years. The MARSI has three subscales including problem solving, global reading strategies, and supporting reading strategies while reading academic assignments. While students employed more metacognitive reading strategies after participation in the program in terms of the MARSI overall score and three subscale scores, the changes were not statistically significant. Inspection of average subscale scores showed that students used problem-solving strategies the most frequently and improved the most in support reading strategies after the program. Based on the results, we recommend implementing interventions specifically toward metacognitive reading during the program and supporting students’ transfer of reading skills from the program to their high school.

Presentation format

Poster

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Metacognitive Reading Strategies of Upward Bound Students

The use of metacognitive strategies in learning process gained a growing interest in academia. Metacognition is awareness and monitoring of one’s own comprehension processes (Moktari & Reichard, 2002). The purpose of this study was to better understand metacognitive reading strategies utilized by Upward Bound students and to enhance student’s awareness of their strategies. High school students in the Upward Bound Program completed the Metacognitive Awareness of Reading Strategies Inventory (MARSI) before and three months after a 5-week summer program (n=94). Data were collected over two years. The MARSI has three subscales including problem solving, global reading strategies, and supporting reading strategies while reading academic assignments. While students employed more metacognitive reading strategies after participation in the program in terms of the MARSI overall score and three subscale scores, the changes were not statistically significant. Inspection of average subscale scores showed that students used problem-solving strategies the most frequently and improved the most in support reading strategies after the program. Based on the results, we recommend implementing interventions specifically toward metacognitive reading during the program and supporting students’ transfer of reading skills from the program to their high school.