Term

Spring 2019

Capstone

Capstone Project

Degree Name

MAEd

Facilitator(s)

Trish Harvey

Content Expert

Jennifer Smasal

Abstract

The research question answered in this project is: “Does the use of metacognitive strategies contribute to increased reading comprehension?” Although often comprehension strategies are the focus of reading instruction, there is an ongoing need, based on research, to explicitly teach and model metacognitive strategies in the classroom setting, leading to independent student use. The benefits of teaching metacognition across grade levels, specific strategies and teaching structures to use, as well as cross­curricular connections and integration are included in this project. The Metacognitive Teaching Framework (MTF) (Kelley & Clausen­Grace, 2007) serves as a basis for the interdisciplinary six­week curriculum unit, which utilizes the Understanding by Design (UbD) Framework ( Wiggins & McTighe, 2011). Lesson plans in this project highlight the metacognitive strategy of visualizing and are integrated into the subject areas of reading, including poetry, social studies, and science. Limitations and implications of this project, as well as suggestions for further metacognitive strategy use are also addressed.

Project Type

Curriculum

Keywords

Curriculum, Interdisciplinary Teaching, Literacy, Reading

Additional Files
Jessica Johnson Project.pdf (174 kB)

Type

text

Publisher

Hamline University

Format

application/pdf

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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