Abstract
Four papers are presented in this thesis, which focus upon the use of metacognitive strategies to enhance reading comprehension in young learners. In Paper 1, a listening comprehension framework was adapted for use in the area of reading comprehension. In Papers 2 and 3 (respectively), predictors of reading comprehension levels and the proposed use of metacognitive processes in young learners were explored. In Paper 4, the efficacy of a metacognitive approach to enhance reading comprehension levels in primary classrooms was evaluated. Implications for the use of metacognitive-based instruction to enhance young learners' reading motivation and performance are discussed.
Original language | English |
---|---|
Qualification | Doctorate |
Awarding Institution |
|
Supervisors/Advisors |
|
Award date | 14 Jun 2022 |
DOIs | |
Publication status | Unpublished - 2022 |