Ed.D. Dissertations

Date of Award

8-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

First Supervisor

Donna Graham, Ph.D.

Second Supervisor

Gerald Kiel, Ph.D.

Third Supervisor

Edward Kim, Ph.D.

Keywords

emergent literacy, metacognitive instruction, reciprocal teaching, reading comprehension instruction

Abstract

The purpose of this study was to examine if a relationship existed between metacognitive instruction and students’ growth rate for fluency, accuracy, self-correction rates, and comprehension in reading. The research question that guided this study was: To what extent is there a relationship between metacognitive instruction using Reciprocal Teaching method and increasing student success for first-grade emergent readers as evidenced by Curriculum-based Measurements and STAR Accelerated Reader tests. Constructivism theory was used to develop an understanding of learning that asserts student learning happens when students make meaning for themselves. The sample for this study was a convenient of 16 first-grade emergent readers. The primary investigator utilized three assessments at the beginning and end of the research period. These assessments included, Curriculum-Based Measurement, Qualitative Reading Inventory, sixth edition, and the STAR Accelerated Reader test. The assessment results were compared, and a positive relationship was found between metacognitive instruction and the student success achieved through the calculation of a two-tailed t test. These results offer insight into the value of instruction for emergent readers that goes beyond simple decoding into a deeper comprehension and metacognitive instruction.