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Dissertation Information for Molly Nicaise

NAME:
- Molly Nicaise

DEGREE:
- Ph.D.

DISCIPLINE:
- Educational Psychology

SCHOOL:
- University of Wisconsin, Madison (USA) (1993)

ADVISORS:
- Tom Kratochwill

COMMITTEE MEMBERS:
- Joan Littlefield
- Joy Rice
- Bob Clasen

MPACT Status: Incomplete - Inspected

Title: Fostering the self-regulation of reading comprehension in college students

Abstract: This study addressed the development and use of self-regulating comprehension strategies in poor readers. The operating assumptions that guided this project were that poor readers suffer comprehension failure because of (a) a lack of awareness (metacognition) during reading, (b) ineffective strategy use, and (c) poor self-esteem. Strategic researchers (those who value the processes expert readers use during reading) aim to improve comprehension among poor readers by enhancing their reading awareness (i.e., monitoring comprehension) and strategy selection. Not only is comprehension demonstrated to increase after training, but considerable evidence is accumulating regarding the positive influences strategic training has on students' self-efficacy. The primary research question addressed in this study concerned the efficacy of a comprehensive, reading treatment intervention as delivered to college-level students who had reading comprehension difficulties. The focus of treatment was to increase each student's metacognitive awareness while reading and to provide the student with practice using strategies that expert readers use during reading. A single subject, multiple baseline design across four reading skills and four individual subjects was implemented, and the evaluation of treatment involved: (a) treatment effectiveness; (b) consumer satisfaction; (c) treatment integrity; and (d) academic self-efficacy. Major findings in this study revealed that all study participants improved on four explicit reading skills and made considerable improvement in reading comprehension; in fact, three of four study participants made substantial gains on the standardized Nelson-Denny Reading Test. In addition, all study participants found the training program to be highly satisfying, and all reported considerable improvements in their academic self-efficacy.

MPACT Scores for Molly Nicaise

A = 1
C = 2
A+C = 3
T = 1
G = 1
W = 1
TD = 1
TA = 0
calculated 2010-09-10 14:57:30

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