Date of Award

6-1-1996

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Leadership

First Advisor

Dr. Carol Lloyd

Abstract

This study describes some of the relationships between study strategy instruction in a secondary reading class, and study strategy utilization in a history class in which students were concurrently enrolled. It further examines students' use and perceptions of these strategies the subsequent semester. Nine at-risk tenth and eleventh grade students were instructed throughout one semester in several study strategies that could be applied to their content area course. A Study Strategy Assessment was used for a pre and post study comparison of students' knowledge of study strategies. Also, a Metacognitive Awareness Inventory was administered. Students were asked to identify the most appropriate strategies for different reading situations. Students' homework was collected and students' current level of study strategy use in both the history and reading class were evaluated by recording observations on a Study Strategy Monitoring Sheet. The history teacher and the researcher met five times throughout the semester to discuss students' use and perceptions about the strategies that had been taught the previous semester. This study suggests that students' learning will be enhanced if they know a variety of study strategies, and use their knowledge and awareness of these strategies to apply them to appropriate tasks. It further implies that teachers should set high expectations for every student, and allow opportunities to take risks and make appropriate choices when choosing study strategies for specific tasks.

Comments

A Thesis Presented to the Department of Teacher Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Masters of Science University of Nebraska at Omaha. Copyright Linda Brablec-Braesch June, 1996

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