The Effects of a Metacognitive Strategy on the Reading Comprehension of High School History Students
Honors Program
Midway Honors, Honors in Teacher Education
Date of Award
5-2019
Thesis Professor(s)
Lori Marks
Thesis Professor Department
<--College of Education-->
Thesis Reader(s)
Tina Hudson, Pam Mims
Abstract
The purpose of the current study is to add to existing research on the effectiveness of the SRSD RAP strategy on reading comprehension. This study describes a single-subject research design involving professional development in the RAP metacognitive strategy and a teacher’s implementation in her high-school history courses. The study aims to assess the strategy’s effectiveness in the high school general education setting with inclusive instruction and without pull out sessions to learn that strategy. The current study explores RAP strategy research and uses a week-long unit of instruction for teaching the RAP strategy. The results of the RAP strategy on the reading comprehension of high school students were found by using the scores of the reading comprehension probes.
Publisher
East Tennessee State University
Document Type
Honors Thesis - Open Access
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Anders, Carollynn, "The Effects of a Metacognitive Strategy on the Reading Comprehension of High School History Students" (2019). Undergraduate Honors Theses. Paper 487. https://dc.etsu.edu/honors/487
Copyright
Copyright by the authors.
Included in
Secondary Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons