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ABSTRACT Title of Dissertation ABSTRACT Title of dissertation: IDENTIFYING THE NATURE OF METACOGNITION INSTRUCTION IN READING CLASSROOMS Nesrin Ozturk, Doctor of Philosophy, 2017 Dissertation directed by: Professor Peter Afflerbach Professor John O’Flahavan Teaching and Learning, Policy and Leadership department Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students’ metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students’ strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR’s initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch’s, and Spearman’s tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (α.97). There were no mean differences in teachers’ self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale’s generalizability, data collection, and analyses were discussed. IDENTIFYING THE NATURE OF METACOGNITON INSTRUCTION IN READING CLASSROOMS by Nesrin Ozturk Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfilment of the requirements for the degree of Doctor of Philosophy 2017 Advisory Committee: Professor Peter Afflerbach, Chair Professor John O’Flahavan, Co-chair Professor Patricia Alexander Professor Laura Stapleton Professor Jennifer Turner © Copyright by Nesrin Ozturk 2017 Dünyayı daha güzel bir yere çevirecek TÜM çoçuklara & Ailem’e Canım anneme, babama, ve kardeş tatlıma To ALL children who will change the world to a better place & To my family; My dearest mom, beloved dad, and sweetheart little brother ii İnanın: güzel günler göreceğiz çocuklar güneşli günler göre- -ceğiz. Motorları maviliklere süreceğiz çocuklar, ışıklı maviliklere süre- -ceğiz..... Nâzım Hikmet Ran iii Acknowledgements This is a work of love for knowledge. This is a work of perseverance. This is a work of good-hearted people striving for the best of all. This is a work that ignites hope in me again for the peace around the world. By this opportunity, I would like to express my gratitude to my advisor Prof. Peter Afflerbach. He introduced metacognition to me on the very first week of my doctoral journey. Since then, I have been re-shaped by constantly reading, thinking, and discussing about metacognition. I am glad that He challenged me as a student; as of now, I feel more competent and independent as a researcher. I am also surprised that He pulled out the “strongest” me. By the conversations with him, I become assured that great minds shine in a very humble, kind, and productive way. Besides my advisor, I would like to thank my co-chair, Prof. John O’Flahavan. It was a great fortune He appreciated my dissertation idea and honored my potentials for this project. Therefore, I could conduct this research. Although it was a really challenging work, He encouraged me not to give up on what I believe. I also would like to thank Prof. Patricia Alexander. I am grateful to be supported and guided by such a smart and charming professor. She trusted me, stood by me, and helped me at every stage of my degree. She is the one who modeled a great mentor and scholar. She touched my heart deeply and life uniquely. I also would like to thank the rest of my dissertation committee. I thank Prof. Laura Stapleton for her help, insightful feedback, and suggestions. By her guidance, I could approach my work more critically and plan the consecutive steps of this study. I iv also thank Prof. Jennifer Turner for her suggestions at the very initial stages of this study and friendly attitude. My sincere thanks go to anonymous teacher-participants. They made this study possible. Their completely voluntary help confirmed my belief that it is Teachers who will spread peace and love all over the world, again. I also would like to thank my colleagues; Loretta Holmberg, Jennifer Albro, Courtney Hattan, and Erin Hogan for standing by me and helping me at various stages of this research. I also would like to thank Dr. Malen, Dr. Brown, Elsie Pratt, and Joy Jones for their unconditional love and support. Dr. Malen and Dr. Brown, thank you for embracing and caring about me. I appreciate your big hearts. Dearest Elsie and Joy, thank you for your hugs and smiles that healed me each time. Suh Young Haw, I cannot express my gratitude for your friendship. Your heart was one of the spots that I could breathe and feel protected. Gülşah and Selim S. Selvi, thank you for your friendship and hosting me at your warm Turkish house. My dear friend; Izmir, thank you for encouraging me to follow my heart. Ekrem Ulus, you have been there even before the Big-Bang. Thank you for helping me to think rationally when it is tough. Also, I would like to thank my family whom I missed desperately each and every single day. Mom, you are the inspirational strong woman that I still imitate. I am glad we made this dream come true together. Dear dad, your little girl learnt how to read and now she can help others to think and read. I fell your prayers with me all the time. Dear little bro, you did an excellent job tolerating my doctoral crisis. You are the reason of my smiles. I am blessed to be your sister. Thank you, my treasures, for being there!!! My lovely cousins, thank you for cheering me up from miles away and reminding me how v joyfully our laughter spreads to the whole universe. My dear family, I am the luckiest person surrounded and protected by your love. I don’t want to skip music. If you could have a chance to listen to this study, you would hear different notes, tones, and genres from all around the world in each single line. Without such an incredible power, I would not be inspired and keep my perseverance this much. Thank you, dear talented musicians!! Finally, I thank the holy spirit for choosing and letting me go through all these. Thank YOU for never giving up on me and thank YOU for manifesting your love via these beautiful people in my life. Dear God, please enlighten my path and help me enlighten life. vi Table of Contents Table of Contents .............................................................................................................. vii List of Tables ................................................................................................................... xiii List of Tables in Appendices ........................................................................................... xiii List of Figures .................................................................................................................. xiv List of Figures in Appendices .......................................................................................... xiv CHAPTER 1: INTRODUCTION ....................................................................................... 1 Metacognition and Reading ............................................................................................ 1 Metacognition Training for Reading .............................................................................. 3 Barriers to Teaching Metacognition in Mainstream Classrooms ................................... 3 Assessing Teachers’ Pedagogies of Metacognition ........................................................ 4 Statement of the Problem ................................................................................................ 5 Purpose of the Study ....................................................................................................... 8 Rationale for the Study ..................................................................................................
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