Date of Award

7-21-2009

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

George R. Bieger, Ph.D.

Second Advisor

Dr. Marian S. Beckman

Third Advisor

Anne D. Creany, Ed.D.

Abstract

An expectation for proficiency in literacy is increasing in this information-driven global society (van den Broek, McMaster, Kendeou, Espin, 2007). For students to be prepared to meet the challenges of their future, instruction must force students beyond being physically present when reading, to being mentally engaged (Lapp, Fisher & Grant, 2008). Students require a continuation of reading instruction in order to be strategic readers and learners. This study explored metacognitive reading awareness and usage of eighth-grade middle school students from a rural school district in northwestern Pennsylvania. Students voluntarily participated by completing a metacognitive reading survey. The survey was evaluated to determine where middle school students, specifically eighth graders, are in their development of metacognitive awareness and usage. Further, the study focused on how students’ awareness correlated with their academic achievement. Of the participants, 10 percent were interviewed to gain further insight into students’ use and awareness of metacognitive strategies. Students’ survey responses along with interview data were correlated with PSSA reading achievement. Data were analyzed using SPSS. No correlations between metacognitive awareness and academic achievement scores were apparent using these data. The data derived from the survey coupled with PSSA scores showed a negative correlation. These results indicate students with proficient scores on the PSSA often did not use metacognitive strategies before, during and after reading. Recommendations address measurement of the level of learning expected for the PSSA test and teachers’ efficacy in teaching reading strategies in content area classrooms.

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