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The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

  • The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language
  • Literacy, (0), - , 2019
  • John Wiley & Sons, Ltd.
  • 2019
    • Hong Kong
    • 1997.7 onwards
    • Primary Education
  • This paper presents a small-scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty-five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process-based reading lessons. Data were collected from notes learners took during reading, post-reading reflection reports, teacher-facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.
    [Copyright of Literacy is the property of John Wiley & Sons, Ltd.]
    • English
  • Journal Articles
    • 17414350
  • https://bibliography.lib.eduhk.hk/bibs/d5f210f5
  • 2020-09-09