Chapter One Introduction 1
1.1 Research Background 1
1.2 The Significance of the Study 3
Chapter Two Literature Review 5
2.1 Metacognition 5
2.1.1 The history of metacognition 5
2.1.2 Metacognition and learning 10
2.1.3 Scaffolded instruction 11
2.2 Reading 13
2.2.1 Defining reading 13
2.2.2 Models of reading 14
2.2.3 Defining reading strategy 15
2.2.4 The classification of reading strategies 16
2.2.5 Comprehensible input 19
2.3 Research on Metacognition Concerning Reading in China 20
2.4 Reciprocal Teaching 21
Chapter Three Methodology 26
3.1 Research Questions 26
3.2 Subjects 27
3.3 Instruments 28
3.3.1 Questionnaire 28
3.3.2 Experimental tests 29
3.4 Methods 30
3.5 Procedures 31
3.5.1 Taking pre-test 32
3.5.2 Instructions with two models 32
3.5.3 Taking post-test and filling in questionnaire 33
3.5.4 Data collection and analysis 33
Chapter Four Experimental Instruction 34
4.1 Instruction to the Controlled Group 35
4.2 Instruction to the Target Group 37
Chapter Five Data Analysis and Result 44
5.1 Analysis of the Pre-test and Discussion on the Results 44
5.1.1 Analysis of the pre-test 44
5.1.2 Discussion 45
5.2 Analysis of the Questionnaire and Discussion on the Results 46
5.2.1 Analysis of the general means of the two groups 47
5.2.2 Analysis of the means of each questionnaire item 48
5.2.3 Discussion 51
5.3 Analysis of the Post-test and Discussion on the Results 56
5.3.1 Analysis of the difference between the two groups in the post-test 56
5.3.2 Discussion 56
5.3.3 Analysis of the difference in some individual comprehension items between the two groups 58
5.3.4 Discussion 60
5.4 Pedagogical Implication 61
Chapter Six Conclusion 64
References 68
Appendix 1 73
Appendix 2 76
Appendix 3 78
Postscript 80