Computer-Assisted Metacognitive Strategies and the Reading Comprehension Skills of ESL Elementary School Students.

With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the new technology as well as the availability of alternate teaching mediums and materials for English as a Second Language (ESL) reading instruction. To investigate the effectiveness of two computer-assisted metacognitive strategies on the development of sequential reading skills of ESL fourth grade students, 68 randomly selected Spanish-speaking students from a public school in a low socioeconomic setting in Puerto Rico were classified in combined language proficiency and reading ability levels and were randomly assigned to one of two treatments. Both treatment conditions used computer-mediated texts as the instructional materials. The Tutorial-Direct Monitoring Strategy (TDMS) consisted of A. S. Palincsar and A. L. Brown's three-step monitoring technique, skill modeling leading texts, and comprehension exercises, whereas the Schema-Direct Monitoring Strategy (SDMS) used reading texts, comprehension exercises, and a monitoring strategy in flowchart form. The results of the study demonstrated significant differences in favor of the TDMS. Findings appear to confirm the literature that suggests that training in metacognitive strategies can enhance reading comprehension performance as well as reading comprehension skills. (Two tables of data are included, and 23 references are appended.) (MS) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * COMPUTER-ASSISTED META0OGNITIVE STRATEGIES AND THE READING COMPREHENSION SKILLS OF ESL ELEMENTARY SCHOOL STUDENTS "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Angela Carrasquillo Fordham University U S DEPARTMENT OF EDUCATION Office of Educetionsl Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) E This document has been reproduced as received from the person or organization Dulcinea Nunez oriwinaling it Minor Changes have been made to improve Universidad del Turabo reproduction quality Points of view or opinions stated in InticlOCUTO THE EDUCATIONAL RESOURCES merit do not oeCesSarliy represent Official Abstract ommv.pacy INFORMATION CENTER (MCI CO This article reports the results of a study on the PeN effectiveness of two computer-assisted metacognitive strategies, the TUtorial-Direct Monitoring Strategy (TDMS) and the SchemaDirect Monitoring Strategy (SDMS), on the sequential reading skills and reading comprehension of ESL fourth grade students. CD Pr The population consisted of 68 randomly selected fourth grade Spanish-speaking students from a public school in a low socioLIJ economic setting in Puerto Rico. Wbjects were classified in combined language proficiency and reading ability levels and were randomly assigned to treatments. Both treatment conditions used computer-mediated texts as the instructional materials. The TUtorial-Direct Monitoring (TDMS) Strategy consisted of Palincsar and Brown's three-step monitoring technique, skill modelling reading texts, and comprehension exercises, whereas the SDMS used reading texts, comprehension exercises and a monitoring strategy in flowchart form. Differences between treatments included embedded skill modelling and type of monitoring comprehension strategy. The results of the study demonstrated significant differences in favor of the TDMS.