Moving the Students beyond the Literal Levels of Comprehension: The Talk—to—the Author Metacognitive Strategy
Alice E. Udosen
Department of Curriculum Studies, University 0ny0, Uyo
The purpose of this paper is to determine the relative effectiveness of Talk-to—the Author Metacognitive strategy on secondary school students’ achievement in higher order reading comprehension. It also investigated the possible mediating influence of verbal ability (at three levels 7 high, medium and low) on the specified learning outcome measure. The study adopted a 2×3 randomised control group, pretest-posttest quasi-experimental research design.
Subjects consisted of 240 851 students drawn from two secondary schools in Uyo Urban of Akwa Ibom State. Five instruments were used in the course of this study. The students in their intact classes were randomly assigned to the two treatment groups — Talk-to-the Author and conventional. Two null hypotheses were tested for this study. The data obtained were analysed using both descriptive and inferential statistics. The results showed significant main
effect of treatment on higher order reading comprehension with the experimental group outperforming the conventional group. Although the high verbal ability subjects performed better than the medium and low in both groups, the three ability groups far out performed their counterparts in the conventional group. The implications of the findings were discussed. Among the recommendations made were that reading-be given its prime of place
in the curriculum so that reading would be explicitly taught in schools.