Date of Award:

12-2025

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Amy Piotrowski

Committee

Amy Piotrowski

Committee

Christine Cooper-Rompato

Committee

Nicole Pyle

Abstract

This study focuses on researching the use of metacognitive strategies on secondary students reading comprehension scores. Metacognitive strategies are strategies that help students become more aware of their own thought process and learning. The metacognitive strategies used for this study were self-monitoring, self-regulation, self-questioning as well as the use of vocabulary knowledge. The study takes place in an intermountain west charter high school Reading for Pleasure course for students ninth through twelfth grade. All students within the Reading for Pleasure course received specialized reading instruction over a six-week term from the researcher. All students received approximately 360 minuets of specialized reading instruction using metacognitive strategies. All students took the pre reading comprehension assessment and the pre-self-efficacy questionnaire at the beginning of the term. On the last day of the six-week specialized reading instruction, all students took the post reading comprehension assessment and the post self-efficacy questionnaire. This self-efficacy questionnaire was used to determine how a student felt about their reading abilities and confidence levels associated with reading and understanding a text.

While all students took the assessments and questionnaires, and participated in the specialized instruction, two students’ data was used for the study based on voluntary recruitment. The students’ data used for the study were two female students ages 16-17 in their sophomore and junior years of school. Both students were general education students at the charter school. The results of the study showed that the use of metacognitive strategies did increase both students reading comprehension scores, as shown in the post assessment results. The increase in their scores and the written results of their post self-efficacy questionnaires showed that the students developed a deeper understanding of the reading while using the metacognitive strategies taught during the specialized reading instruction. This study was completed without cost to the school or to the researcher as it was completed in the regular classroom setting and during regular classroom instruction.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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