Elvin-Thomas

The Effects of Using Metacognition to Bridge the Gap Between Phonics and Comprehension with Struggling Intermediate Readers

Wendy Elvin-Thomas, Nazareth Area School District, PA, USA

Abstract

This paper is based on a teacher action research study aimed at documenting the observed behaviors and reported experiences of fourth grade struggling reading students and their teacher when developing metacognition to bridge phonics and comprehension while increasing their motivation to read. Twenty-three fourth grade students from a rural intermediate school in the Northeastern United States participated in this study. The paper highlights how the teacher developed metacognition to strengthen the application of phonetic and comprehension strategies within authentic literature using a balanced literacy approach. Findings suggest that by developing metacognition to bridge phonics and comprehension, students were able to improve their overall decoding, fluency and comprehension. The teacher discovered that by meeting students where they are on the reading continuum, providing students with book choices, and guiding students to discover their own inner voice when they are reading positively influenced their reading experience.

Keywords

Metacognition; Phonics; Comprehension; Struggling Readers