Metacognitive Strategy Use in Reading of Gifted High Achieving and Gifted Underachieving Middle School Students in New York City

Bibliographic Data

ID9730203
AuthorsEsther Berkowitz (New York City Public School District, corresponding author), Terry Cicchelli (Fordham University)
Year2004
Volume37
Issue1
Pages37-57
Publication date2004-11-01
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124504268072
OpenAlexW2041354023
LanguageEN
References cited17

High achieving and underachieving gifted New York City adolescent students were compared in their use of metacognitive reading strategies. A stratified sample was used to identify extreme groups of achievers, 5 consistent high achievers and 5 consistent underachievers. Data were collected from three sources: (a) the Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), (b) think-aloud protocols, and (c) interviews. While no significant differences were noted, frequency of strategy use, particularly in monitoring, made clear that the gifted high achievers were more homogeneous and the gifted underachievers were more heterogeneous strategy users. Further research on metacognitive reading strategy use of high and underachieving gifted middle school students may include the following: (a) using a multidimensional perspective to identify gifted urban students, and (b) examining metacognitive reading strategy use in other academic content areas related to students’ interest. Optimistically, this research should be encouraged in working with urban adolescent students

Cognition · Gifted education · Mathematics education · Metacognition · Pedagogy · Reading (process · Think aloud protocol · Computer Science · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Parental Involvement in Education · Psychology

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