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A Metacognitive Tool to Support Reading Comprehension of Historical Narratives
THESIS

, McGill University , Canada

McGill University . Awarded

Abstract

Learners frequently have difficulty understanding incoherent historical narrative texts; therefore, this thesis project introduces a bottom-up approach to design metacognitive tools to assist learners reading comprehension. Metacognitive tools are defined as computer-based learning environments designed to assist learners to achieve an instructional goal through prompting, supporting, and modeling metacognitive and self-regulatory learning processes (Azevedo, 2005a, 2005b). The study follows a 2*2 design with experimental condition (reading with the benefit of the metacognitive tool vs. without the benefit of the tool) and process data (silent reading vs. think aloud). Pretest measures include reading comprehension skill and free recall measures. Posttest measures include amount of material recalled and accuracy of answers to open-ended questions. Learners who used the metacognitive tool outperformed the control group in their recall of information mentioned in the text because they monitored their comprehension and generated explanatory inferences more frequently.

Citation

Poitras, E. A Metacognitive Tool to Support Reading Comprehension of Historical Narratives. Master's thesis, McGill University. Retrieved March 8, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords