| This qualitative study explores the theoretical and practical concept of developing metacognitive skills in struggling readers to become more strategic in their use of strategies and ultimately to be more independent and self-directed learners. The study was conducted in small urban elementary school; seven students in grades two to four participated in an after school tutorial reading program. Through surveys, informal discussions, and lessons designed for small and large group instruction, the researcher assessed the impact of instructional strategies to develop metacognitive skills in struggling readers. The researcher found an increase in the use of different metacognitive strategies as a result of students being reinforced to use them but noted that this may have been a combination of their instruction from Reading Plus, extra reading class, and their classroom teachers. |
