Electronic Theses and Dissertations

Date of Award

2018

Document Type

Dissertation

Degree Name

Ph.D. in Education

Department

Teacher Education

First Advisor

Rosemary Oliphant-Ingham

Second Advisor

Mark J. Ortwein

Third Advisor

Phillis George

Abstract

This study examined the relationship between 10th grade students’ metacognitive awareness of readings strategies use and their college and career readiness achievement in English language arts as a primary focus of research and, secondarily, the relationship between metacognitive awareness of reading strategies use and Lexile® growth as a measure of reading ability. The explanatory research design for this quantitative study included a statistical analysis of scores from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari & Reichard, 2002), existing college and career readiness achievement scores from the 2016-2017 Georgia Milestones 9th Grade Literature and Composition summative assessment, and existing 2016-2017 Lexile® growth scores. A Pearson r correlational analysis revealed a moderately positive relationship between students’ metacognitive awareness of reading strategies with regard to the use of global reading strategies and their achievement with college and career readiness standards for English language arts.

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