The Summary of the study as discussed in the essay is that the use of metacognitive strategies or instruction has a positive effect on the comprehension and better understanding of vocabulary among students. Metacognitive instruction mainly entails the employment of thinking aloud while reading. As such, students are encouraged to reflect on their learning and in this way, are able to grasp a better understanding of vocabulary and enhance the comprehension of the particular study. The major funding of the study as discussed is that there is a positive relationship between metacognitive instruction by teachers and improved learning among third grade students in terms of vocabulary and general comprehension.
The study involved an experiment on two schools namely: an intervention and comparison school, whose students were subjected to the testing methodology that sought to note any differences between those that had metacognitive instruction and those that had not, in terms of learning.
It was the finding of the study that students that employed metacognitive strategies showed improvement in learning as opposed to those that did not. These students registered a 20 percent increase in their comprehension and a 40 percent gain in vocabulary count.
As such, students were able to question themselves on the matter at hand since they had read beforehand. More so, they were able to make a summary of the information they read from the passages given.
The fact that the teacher demanded that the students write a summary paragraph of the reading meant that the students had to make sure that they reviewed the full information in the passage and captured the salient points in the passage. More so, the students were supposed to make a summary of the passage in as few words as possible. This meant that they had to conduct a careful evaluation of the necessary information and the not so important information and then organize their thoughts. Indubitably, such a process would definitely result in better comprehension