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THE ROLE OF METACOGNITIVE STRATEGIES IN IMPROVING READING COMPREHENSION SKILLS.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract
Reading comprehension is a critical skill for academic and professional success, but many students struggle to fully understand what they read. Research has shown that the use of metacognitive strategies can significantly improve reading comprehension. Metacognition refers to an individual’s awareness of their own thought processes and the ability to regulate those processes.
When applied to reading, metacognitive strategies involve consciously monitoring one’s comprehension, identifying breakdowns, and implementing appropriate fix-up strategies. This can include activities such as previewing the text, making predictions, generating questions, visualizing the content, and summarizing key points. By engaging in these metacognitive behaviors, readers are able to better navigate challenging texts, resolve confusion, and deeply engage with the material.
Studies have demonstrated that explicitly teaching metacognitive reading strategies to students leads to measurable gains in reading comprehension. The benefits appear to be most pronounced for struggling readers, as the strategies provide a structured approach to improving understanding. Incorporating metacognitive strategy instruction into reading curricula holds promise as an effective way to boost reading proficiency across grade levels and content areas. Additional research is still needed to further elucidate the mechanisms by which metacognition enhances comprehension and to optimize instructional methods.
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