Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre

Autor/inn/en	Halim, Nadiah; Arif, Marina Mohd; Supramaniam, Kaarthiyainy
Titel	Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre
Quelle	In: Asian Journal of University Education, 16 (2020) 1, S.22-31 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Reading Comprehension; Reading Instruction; Metacognition; Reading Strategies; Teaching Methods; Program Effectiveness; Reading Skills; Foreign Countries; Peer Teaching; Home Schooling; Elementary School Students; Grade 7; Malaysia + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Ausland; Peer group teaching; Peer Group Teaching; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students' reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01