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The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self- Efficacy of Palestinian-Arab Midd

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The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self- Efficacy of Palestinian-Arab Midd The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self- efficacy of Palestinian-Arab Middle School Students with LD: A Mixed- Methods Research Author: Muhammad M. Zayyad Persistent link: http://hdl.handle.net/2345/1419 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2009 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Curriculum and Instruction: Critical Pedagogy, Diversity and Social Justice THE IMPACT OF MEDIATED COGNITIVE STRATEGIES ON THE READING COMPREHENSION PERFORMANCE AND SELF-EFFICACY OF PALESTINIAN- ARAB MIDDLE SCHOOL STUDENTS WITH LD: A MIXED-METHODS RESEARCH MUHAMMAD M. ZAYYAD Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2009 © Copyright by MUHAMMAD M. ZAYYAD 2009 ii ABSTRACT The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research The purpose of this mixed-methods research was to examine the impact of mediated cognitive strategy intervention on the reading comprehension and self-efficacy of Palestinian-Arab middle school students with learning disabilities. Eighteen seventh- grade students with LD who were placed in two self-contained special education classrooms and their two special education teachers participated in this experiment for eight weeks. A multi-cognitive strategy reading comprehension intervention (the Five Mediated Cognitive Strategies: 5MCS) based on existing cognitive strategy models was introduced. The two classrooms were divided into two conditions: a) an Extended Condition, in which students received the cognitive strategy instruction for the full length of the intervention while using culturally relevant texts at the fourth grade level, and b) the Reduced Condition where students received four weeks of traditional instruction followed by the cognitive strategy instruction combined with the same texts that were provided for the Extended Condition. All students were assessed for their vocabulary and comprehension at pre and post intervention using a standardized measure and researcher- made weekly tests for their comprehension. Further, the students were assessed for their self-efficacy in reading using self-report surveys at three times and focus group interviews at pre and post intervention. iii Repeated-measures ANOVA results indicate that both groups improved their vocabulary and comprehension from pre to post intervention on both standardized and researcher-made comprehension measures. However, the Extended Condition achieved statistically significant gains in comprehension at posttest, whereas, the Reduced Condition achieved significant gains in vocabulary at posttest. No significant differences were found between the two conditions by time. Mixed results were revealed for self- efficacy in reading comprehension. Students who were identified as good decoders reported an increase in their self-efficacy from pre to post intervention, whereas students with poor decoding abilities reported a declined self-efficacy at post intervention. Thematic analysis of interviews with the participating teachers revealed that they considered themselves and their students to have benefitted from the 5MCS intervention. Implications for the study are discussed and recommendations for further investigations are provided for policy makers and educators. iv To Jihan, Whose encouragement, patience, and love surrounded me all the way during my academic journey To my beautiful children Majd, Shahd and Zayd, You have been the light of my inspiration And to my mother, whose prayer and continuous love was my reward (Rest in Peace). v ACKNOWLEDGEMENTS I want to thank all of those who were part of my journey in completing this dissertation. My initial gratitude is extended to my dissertation committee who sincerely gave their time and thoughtful consideration of this study at its various phases. I am indebted to my dissertation chair, Dr. David Scanlon, who does not compromise quality over quantity, who was always available to help in shaping my work, whose attention to details, devotion to quality research, honest and sincere guidance have wisely guided me throughout this endeavor. I am thankful to all you have done as an academic advisor and dissertation chair, but most of all as a passionate considerate human being. A special thank you goes to my two energetic dissertation readers Dr. Patrick Proctor and Claudia Rinaldi for their expertise, support, precious time and keen feedback which they provided me throughout the dissertation process. A special gratitude goes to the USAID, Open Society Institute, and the AMIDEAST for all their effort to provide the Palestinian Faculty Development Program (PFDP) all the logistic, financial, and academic resources needed to make this valuable academic opportunity come true. I am also thankful to the Lynch School of Education at Boston College for being a major generous partner in this unique scholarship and for its financial and academic support to the Palestinian Faculty fellows. I am thankful to the staff, faculty, and fellow doctorate students in my department who joined me throughout my academic journey for their support during the dissertation and my program of study. I am especially thankful to Dr. Lillie Albert, whose keen support and advice during the stressful times of the dissertation process helped me vi overcome many of the challenges and manage my time carefully. Also, a special thank you goes to Dr. Suzan Bruce who believed in me and provided me with generous academic and professional opportunities to learn and grow. To everyone I have encountered and worked with at the department, one by one, I am very thankful to the opportunities that I have shared with you. Finally, heartfelt gratitude goes to the generous children and teachers who participated in this study, and to their principal who opened his school’s doors and was willing to provide all he could to make this study a success experience. This dissertation was successful in large due to the support and encouragement I have received from the many wonderful people that I am honored to have met in my life. vii Table of Contents Chapter Page Abstract of Dissertation …………………………………………… iii Acknowledgements ………………………………………………. vi List of Figures ……………………………………………………... xii List of Tables ……………………………………………………… xiv I INTRODUCTION ………………………………………………. 1 Research Focus and Problem Statement ………………………… 3 The Palestinian Education Context ……………………………… 4 Cognitive Strategy Instruction ….……………………………….. 10 Previous Studies within the Arabic-Language Context …………. 14 Current Study …………………………………………………… 15 Research Questions ……………………………………………… 16 Methodology and Design ……………………………………….. 17 Assumptions …………………………………………………….. 20 Summary ………………………………………………………… 20 II LITERATURE REVIEW ………………………………………. 23 Reading Comprehension and Competent Readers ……………… 24 Reading Comprehension ………………………………………… 25 How Competent Readers Read ………………………………….. 28 Difficulties in Reading Comprehension …………………………. 30 Difficulties Associated with Self-efficacy and Engagement …….. 33 Cognitive Strategy Instruction in Reading Comprehension ….….. 38 Research on Single Strategy Instruction ………………………… 39 Research on Multiple Cognitive Strategy Instruction …………… 42 The Role of Mediation in Reading Strategy Instruction ………… 52 Promising Cognitive Strategy Instruction Models ……………… 53 Peer-Assisted Learning Strategies (PALS) ……………………… 54 Reciprocal Teaching …………………………………………….. 57 The ‘Five Mediated Cognitive Strategies’ (5MCS) …………….. 64 Implementing the Five MCS ……………………………………. 67 Predicting ……………………………………………………….. 69 Questioning ……………………………………………………… 72 Investigating for Meaning ……………………………………….. 73 Schematic Visualizing …………………………………………… 75 Summarizing …………………………………………………….. 76 Summary ………………………………………………………… 78 III METHODOLOGY ……………………………………………… 80 Rationale for Mixed-methods Research ………………………… 81 viii METHODS ……………………………………………………… 83 Settings …………………………………………………………... 83 Participants ………………………………………………………. 84 Instructional Materials …………………………………………… 91 Instructional Materials Selection Process ……………………….. 92 Procedures ……………………………………………………….. 98 Research Consent and Time Frame ……………………………… 98 Forming Students’ Triads ……………………………………….. 100 Instructional Procedures for the 5MCS…………………………... 101 Extended Condition ……………………………………………… 101 Reduced Condition ……………………………………………… 105 Teacher’s Role in the 5MCS Activities …………………………. 107 Teacher’s Training in the 5MCS intervention …………………… 118 Students’ Roles in the Triads ……………………………………. 109 Teacher’s Modeling of the 5MCS ……………………………….. 111 Predicting ………………………………………………………... 112 Questioning ……………………………………………………… 117 Investigating for Meaning ……………………………………….. 120 Schematic Visualizing …………………………………………… 121 Summarizing …………………………………………………….. 124 Providing Systematic Feedback …………………………………. 125 Measures …………………………………………………………. 128 Demographic Data ……………………………………………….. 129 Students’ Performance of the 5MCS …………………………….. 130 Fidelity of Implementation ………………………………………. 131 Reading Comprehension Performance Using a Standardized Test 136 Reading Comprehension Performance Using Researcher Made … 139 Tests ……………………………………………………………… Student’s Self-efficacy in Reading Report
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