Date of Award

Spring 2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Sue Robb

Abstract

This paper explores the impact of metacognitive learning on students’ abilities to apply literacy skills across the curriculum. The research questions led to findings more complex than the idea of metacognition affecting student learning. Moreover, the literature review explores the ‘how’ while the findings explore the ‘why’. Through triangulation and constant comparison of three data sources, I deduced three findings, including; the development of metacognition, the most observable transfer of skills to non-literacy based subjects, and metacognition as it related to classroom management. This qualitative research study digests how routine metacognition supports students in transferring skills specifically related to reading.

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