Date of Conferral

2021

Degree

Ph.D.

School

Psychology

Advisor

Maxwell Rainforth

Abstract

AbstractA significant positive correlation between higher metacognitive strategy use and better reading comprehension among native English-speaking children and adult learners of English as an additional language, consistently presented in the literature, has not been consistently or directly found among native English-speaking adult high school graduates who enroll in postsecondary learning programs such as university programs. Consequences for adult learners with lower reading comprehension scores at college entry include significantly lower earnings over their lifespan due in part to greater risk for not completing a postsecondary program. This nonexperimental cross-sectional study was guided by two theoretical frameworks, one for adult reading comprehension and one for metacognitive reading strategy awareness, to examine the relationship between metacognitive strategy awareness and reading comprehension among native English-speaking adult postsecondary learners. Online survey data were collected from 57 participants using the Metacognitive Awareness of Reading Strategies Inventory-Revised and items from the Nelson Denny Reading Test. Linear regression analysis using vocabulary knowledge as a control variable indicated that greater metacognitive reading strategy awareness reported by a sample of adult postsecondary learners moderately predicted higher reading comprehension scores. This study may inform future exploration of metacognitive reading strategies for adult learner instruction and independent use leading to positive social change.

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