Assessment of Middle School Students’ Support Reading Strategies
Mary Keller Boudreaux

Abstract
This quantitative study explored the relationship between selected demographic variables of a cluster of 200 urban middle school students selected out of 654 eighth gradersand their support metacognitive strategies on a state reading assessment. Findings indicate that students utilize moderate to low support metacognitive strategies when comprehending academic texts. Based upon the findings, it is suggested that middle school educators implement support metacognitive strategies in the curriculum that will increase student comprehension skills in both narrative and expository texts.

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