Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Frank Luzaich, EdD

Second Advisor

Nicole Enzinger, Ph.D.

Abstract

This sequential explanatory mixed-methods study investigated the relationship between fifthgrade students' metacognitive awareness and reading comprehension within a learner-centered environment. Grounded in Zimmerman’s (2002) self-regulated learning framework, the research utilized the Metacognitive Awareness of Reading Strategies Inventory-Revised (MARSI-R) and NWEA MAP reading assessments (n = 42). Quantitative results indicated a moderate, statistically significant positive relationship (r = .501, p = .001), with metacognitive awareness explaining approximately 25% of the variance in reading achievement. The subsequent qualitative phase involved semi-structured interviews with six purposively selected students representing convergent and divergent profiles. Thematic analysis revealed three primary dimensions of metacognitive regulation: orientation to the reading task, online regulation of comprehension, and management of supports. Findings suggest that reading success is associated less with the mere presence of isolated strategies and more with the coherence and integration of regulatory processes. Divergent cases further highlighted that high reported awareness does not always translate to systematic enactment. This research contributes to the SRl framework by identifying enactment coherence as a critical link between perceived awareness and performance. Implications for practice include the implementation of triangulated screening and instruction that prioritizes integrated regulatory cycles over isolated strategy instruction, leveraging student voice to create responsive literacy environments.

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