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The Benefits of Metacognitive Reading Strategy Awareness Instruction for Young Learners of English as a Second Language
- Source :
-
Literacy . Jan 2020 54(1):29-39. - Publication Year :
- 2020
-
Abstract
- This paper presents a small-scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty-five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process-based reading lessons. Data were collected from notes learners took during reading, post-reading reflection reports, teacher-facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.
Details
- Language :
- English
- ISSN :
- 1741-4350
- Volume :
- 54
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Literacy
- Publication Type :
- Academic Journal
- Accession number :
- EJ1240668
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1111/lit.12181