Metacognitive Reading Strategies

1. Metacognitive Reading Strategies Dr. Karen Manarin Mount Royal University kmanarin@mtroyal.ca

2. Motivation for Study Research Questions Metacognitive Reading Strategies Data Collection & Analysis Preliminary Findings Conclusions Outline for Presentation

3. N=120 (approx. 65% response) Week 8 of term 5-point Likert Scale 2008 Survey of General Education students in Critical Writing and Reading

4. I am good at writing. 40% In the area of writing, my confidence level is very high. 50% Attitudes towards Writing

5. I am good at reading. 78% In the area of reading, my confidence level is very high. 80% Attitudes towards Reading

6. What metacognitive reading strategies do undergraduate students value in a first-year General Education course? What strategies do they demonstrate? How do students read?

9. Summary table of 45 strategies proposed from 1978-2000 to improve reading comprehension Table of 9 strategies researched and validated to be highly effective since 2000 Block & Duffy (2008)

10. Predict Monitor Question Fix-it Image Infer Summarize Evaluate Synthesize Effective Reading Strategies(Block & Duffy, 2008)

11. 2 sections of Critical Writing and Reading 41 of 60 students (68% response) 10 Reflective Reading Logs 2 In-class Rhetorical Analyses Fall 2009

12. Comfort based on own experience & opinion Interested in imagery Difficult texts = more strategies Assumptions

13. Questions prior to analysis: What would the strategies identified by Block & Duffy (2008) look like in written artifacts? Are declarative statements written by students enough? Are the terms intuitive? Do the strategies as described overlap? Data Analysis

14. Collapse 45 strategies into 8 groups Collapse 9 validated strategies into 4 groups Cross-reference groups to form 6 categories Read and re-read data to see what can�t be captured in the 6 categories Add 2 categories Check against actions of a proficient reader (Keene 2002) Code and Recode

15. Process of Reading Image Infer Structure Mnemonics Opinion Reading for specific purpose Difficulty identifying strategy Categories

16. Some assumptions supported Infer (connect to personal experience) & image as main strategies Evidence from reading logs Evidence from rhetorical analyses But More difficult = fewer strategies Preliminary Findings

17. Imagery and Identity Distancing Strategies Scholarly Articles and Difficulty Time to Epiphany Reading Logs and Rhetorical Analysis Other Findings

18. Not �What is� nor �What works� (Hutchings, 2000) Strategy selection Intrinsic vs. extrinsic motivation Limitations

19. Conclusions

20. Thank you. For more information, please contact Karen Manarin at kmanarin@mtroyal.ca