The Integrated Effectiveness of Self-monitoring Strategies and Meta Cognitive Scaffolding on reading Comprehension and reading Motivation of Fourth Grade Elementary Students

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SADEGHI FARZANEH; FATHIAZAR ESKANDAR; MIRNASAB AMIR MAHMOOD; VAHEDI SHAHRAM

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Journal: EDUCATIONAL STRATEGIES Year:2019 | Volume:11 | Issue:5 Page(s): 91-100

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Title

The Integrated Effectiveness of Self-monitoring Strategies and Meta Cognitive Scaffolding on reading Comprehension and reading Motivation of Fourth Grade Elementary Students

Author(s)

SADEGHI FARZANEH | FATHIAZAR ESKANDAR | MIRNASAB AMIR MAHMOOD | VAHEDI SHAHRAM | Issue Writer Certificate

Keywords

self-monitoringQ1

scaffoldingQ1

meta cognitionQ1

reading comprehensionQ1

reading motivationQ1

Abstract

Introduction: Researchers in the context of reading comprehension, have either a cognitive-social view or a self-regulating learning perspective. There is lack between combinations of a cognitive-social perspective with self-regulation learning. The aim of present study is to combine the social cognitive perspective (scaffolding) and self-regulation learning (self-monitoring and metacognitive strategies) to improve the reading comprehension and reading motivation in students. Methods: The research method was semi-experimental pretest post-test with control group. Sample size consisted of 53 fourth grade elementary students (28 in experimental group, 25 in control group) who were selected by cluster random sampling method. For data collecting PIRLS reading literacy test and Wigfield and Guthrie reading motivation questioner were used. The experimental group received combination of self-monitoring strategies and meta-cognitive scaffolding training for 18 sessions while the control group was trained with traditional method. In the end, reading comprehension test and reading motivation questioner was accomplished on both group. Results: Data were analyzed by covariance analysis method. Obtained result showed that reading comprehension and reading motivation of students in experimental group who received combination of self-monitoring and meta-cognitive scaffolding training were significantly higher than control group who received traditional method. Conclusions: Based on the obtained results, it is possible to emphasize the importance of teaching self-monitoring strategies and metacognitive scaffolding on students 'reading comprehension, and reading motivation so this method can be used to improve students' reading comprehension skills and reading motivation.

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APA: Copy

SADEGHI, FARZANEH, FATHIAZAR, ESKANDAR, MIRNASAB, AMIR MAHMOOD, & VAHEDI, SHAHRAM. (2019). The Integrated Effectiveness of Self-monitoring Strategies and Meta Cognitive Scaffolding on reading Comprehension and reading Motivation of Fourth Grade Elementary Students. EDUCATIONAL STRATEGIES, 11(5 ), 91-100. SID. https://sid.ir/paper/382233/en

Vancouver: Copy

SADEGHI FARZANEH, FATHIAZAR ESKANDAR, MIRNASAB AMIR MAHMOOD, VAHEDI SHAHRAM. The Integrated Effectiveness of Self-monitoring Strategies and Meta Cognitive Scaffolding on reading Comprehension and reading Motivation of Fourth Grade Elementary Students. EDUCATIONAL STRATEGIES[Internet]. 2019;11(5 ):91-100. Available from: https://sid.ir/paper/382233/en

IEEE: Copy

FARZANEH SADEGHI, ESKANDAR FATHIAZAR, AMIR MAHMOOD MIRNASAB, and SHAHRAM VAHEDI, “The Integrated Effectiveness of Self-monitoring Strategies and Meta Cognitive Scaffolding on reading Comprehension and reading Motivation of Fourth Grade Elementary Students,” EDUCATIONAL STRATEGIES, vol. 11, no. 5 , pp. 91–100, 2019, [Online]. Available: https://sid.ir/paper/382233/en

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