PARTICIPANTS IN ADULT BASIC SKILLS CLASSES USING INTERTEXTUAL AND METACOGNITIVE SKILLS AND STRATEGIES TO AID READING COMPREHENSION AND WRITTEN EXPRESSION

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MacMonagle, W. (2012). PARTICIPANTS IN ADULT BASIC SKILLS CLASSES USING INTERTEXTUAL AND METACOGNITIVE SKILLS AND STRATEGIES TO AID READING COMPREHENSION AND WRITTEN EXPRESSION. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this research was to seek evidence of awareness ofmetacognitive processes and intertextuality in the reading comprehension of students inan adult basic education class. Its purpose was to interweave several strands of researchinvestigation and theory to explain the reading and writing capabilities of arepresentative population in an adult basic education class. This action research in theform of inquiry is described by Weirauch and Kuhne, (2000), and by Neimi in 1989 inQuigley's, Fulfilling the Promise of Adult and Continuing Education. It consists of partaction research and part advocacy in a mixed methods approach with an emphasis onimproving the education of adults returning to school to further their job prospects orremediate their lack of education (p. 56). The participants were all working adults in anAdult Basic Education class with either a high school diploma or a GED. The fourcomponents to the research design were two survey instruments: Mokhtari andRichardson's "Metacognitive Awareness of Reading Strategies Inventory" (MARSI)and Schraw and Dennison's "Metacognitive Awareness Inventory" (MAI). There werethree reading-comprehension modules taken from standard popular and school literaturecoupled with written impressions and thoughts following both the first and secondreadings. The illustration requirement captured an aspect of the reading that the studentfelt was emotionally significant or had a strong visual element. The difference betweenthis research and other research in the field is the inclusion of a rich picture descriptionmodule designed to capture non-conscious elements of understanding and to counterany effects of self-report. One finding of this study shows that people often do not knowhow much they do not know, and tend to either overestimate or underestimate theirabilities. A second finding is that the rich picture illustration revealed understandingsbeyond the participants' written expression.

Details
Author

MacMonagle, William

Title

PARTICIPANTS IN ADULT BASIC SKILLS CLASSES USING INTERTEXTUAL AND METACOGNITIVE SKILLS AND STRATEGIES TO AID READING COMPREHENSION AND WRITTEN EXPRESSION

Physical Description

1 online resource (239 pages) : PDF

Date

2012

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this research was to seek evidence of awareness ofmetacognitive processes and intertextuality in the reading comprehension of students inan adult basic education class. Its purpose was to interweave several strands of researchinvestigation and theory to explain the reading and writing capabilities of arepresentative population in an adult basic education class. This action research in theform of inquiry is described by Weirauch and Kuhne, (2000), and by Neimi in 1989 inQuigley's, Fulfilling the Promise of Adult and Continuing Education. It consists of partaction research and part advocacy in a mixed methods approach with an emphasis onimproving the education of adults returning to school to further their job prospects orremediate their lack of education (p. 56). The participants were all working adults in anAdult Basic Education class with either a high school diploma or a GED. The fourcomponents to the research design were two survey instruments: Mokhtari andRichardson's "Metacognitive Awareness of Reading Strategies Inventory" (MARSI)and Schraw and Dennison's "Metacognitive Awareness Inventory" (MAI). There werethree reading-comprehension modules taken from standard popular and school literaturecoupled with written impressions and thoughts following both the first and secondreadings. The illustration requirement captured an aspect of the reading that the studentfelt was emotionally significant or had a strong visual element. The difference betweenthis research and other research in the field is the inclusion of a rich picture descriptionmodule designed to capture non-conscious elements of understanding and to counterany effects of self-report. One finding of this study shows that people often do not knowhow much they do not know, and tend to either overestimate or underestimate theirabilities. A second finding is that the rich picture illustration revealed understandingsbeyond the participants' written expression.

Genre

doctoral dissertations

Subjects--Topics

Adult education
Curriculum planning

Degree

Ph.D.

Keywords

Basic Skills
Intertextuality
Metacognition
Rich Picture Description
Working Adults

Subject Area

Curriculum & Instruction

Advisor(s)

Pugalee, David

Committee Members

Perez, Theresa
Lim, Jae Hoon
Thiede, Ralf
Faust, Mark

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2012.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

MacMonagle_uncc_0694D_10346

Permalink

http://hdl.handle.net/20.500.13093/etd:1582