Self-Monitoring Strategy Instruction: Improving Reading Accuracy and Self-Correction for At-Risk Students
Date of Award
Spring 5-11-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Courtney LaLonde
Keywords
Elementary, Reading
Abstract
The purpose of this research was to determine whether instruction and practice of self-monitoring reading strategies would improve the reading habits of at-risk elementary students. Specifically, the study tracked the effects of self-monitoring instruction on students' reading accuracy and self-correction rate while reading developmentally appropriate texts. Students participating in the study had demonstrated reading skills that were significantly below grade level standards and they participated in daily intervention small group lessons, during which the study took place. Instruction was based on observations of student reading, with priority given to student-initiated strategies. Instruction also included modeling of strategies, reinforcing statements when strategies were utilized, and prompts at points of difficulty. Reading records were taken to track student reading habits, reading accuracy, and self-correction rates.
Recommended Citation
Kyser, Melissa, "Self-Monitoring Strategy Instruction: Improving Reading Accuracy and Self-Correction for At-Risk Students" (2018). Dissertations, Theses, and Projects. 23.
https://red.mnstate.edu/thesis/23