Carol Dabarera|Willy A. Renandya|Lawrence Jun Zhang
The impact of metacognitive scaffolding and monitoring on reading comprehension
Ministry of Education|Nanyang Technological University|University of Auckland
article reports study investigated impact metacognitive strategy instruction reading comprehension english second language esl among 67 year1 secondary students singapore metacognitive awareness reading strategies inventory marsi university new south wales international competitions assessments schools unsw icas english competition paper f 2008 respectively used measure students extent metacognitive awareness reading comprehension ability addition qualitative data student experiences metacognitive strategy instruction collected via semistructured interviews intervention involved explicit teaching metacognitive strategies via reciprocal teaching approach findings corroborated previous research relationship metacognitive awarenessraising reading comprehension improvement addition metacognitive strategy instruction found effective increasing metacognitive awareness linked small statistically significant reading comprehension gains quantitative findings supported qualitative data gathered student interviews study successfully identified relevant tool form metacognitive awareness reading strategies inventory marsi use student needs analysis suggests applicability research singapore similar context