Olivia Curreri

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Previous research has been conducted on English Language Learner’s (ELL) classroom performance, and separately on reading comprehension and metacognition. There is a gap in the literature regarding the intersection of these three topics. Metacognition has been shown to increase students’ academic performance, including on reading tasks, so the use of these strategies by students learning English could be beneficial to their achievement in the classroom. The present study will investigate ELL students’ use of metacognitive strategies on a reading comprehension task in English and Spanish. Participants will include 7th and 8th grade students proficient in Spanish with varying levels of English proficiency. Participants will complete a language proficiency test for placement in three categories of English proficiency: low, middle, and high. They will be given two passages with comprehension questions, one in each language. After completing each task, they will be questioned on their use of metacognitive strategies. I expect that students will perform similarly on the Spanish test and use metacognitive strategies in similar ways. I also predict a positive correlation between English proficiency and use of metacognitive strategies on the English test. Finally, I predict that ELL students who use more metacognitive strategies will perform better on the reading comprehension tasks, regardless of language.