The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

Autor/inn/en	Huang, Jiuhuan; Newbern, Claudia
Titel	The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1 (2012) 2, S.66-77 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Adult Learning; Literacy; Reading Strategies; English (Second Language); Adults; Metacognition; Limited English Speaking; Adult Education; Interviews; Adult Programs; Pretests Posttests; Comparative Analysis; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Adult; Adults; Education; Adult basic education; Interviewing; Interviewtechnik
Abstract	This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an adult learning program. Their reading gains over the instructional period were compared with those of a comparison group. Interview data were also collected and analyzed to explore learners' awareness and perceptions of the strategies. The findings indicate that metacognitive reading strategy instruction can be effective for adult ESL learners with limited English and literacy skills. (Contains 4 tables.) (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06