Open AccessMetacognitive Strategies in Teaching Reading to Primary Students
Author(s) -
Diana Tandean
Publication year - 2020
Publication title -
beyond words/beyond words
Language(s) - English
Resource type - Journals
eISSN - 2460-6308
pISSN - 2338-6339
DOI - 10.33508/bw.v8i2.2320
Subject(s) - metacognition , reading (process) , test (biology) , reading comprehension , mathematics education , psychology , significant difference , comprehension , computer science , cognition , mathematics , paleontology , statistics , neuroscience , political science , law , biology , programming language
This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.