Capstone Project Title
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.
Curriculum, Interdisciplinary Teaching, Literacy, Reading
Johnson, Jessica F., ""Effectively Teaching Metacognitive Strategies Across Content Areas To Enhance Comprehension"" (2019). School of Education Student Capstone Projects. 326.
School of Education Student Capstone Projects