Degree Date

6-2026

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Reading, Language and Literacy

First Advisor

Mary Hoch

Second Advisor

Antonina Lukenchuk

Third Advisor

Sophie Degener

Abstract

This study explores how dialogic teaching can enhance metacognition and self-efficacy among middle school multilingual learners (MLs) who face challenges with the academic language demands of literacy tasks. Using a design-based research (DBR) methodology, specifically formative experiment, the Metacognitive Dialogic Teaching Protocol (MDTP) was implemented over seven iterative cycles. The research questions were as follows: How do dialogic interactions impact metacognition in middle-grade MLs? How does Metacognitive Dialogic Teaching affect comprehension development in these students? And how does it influence their self-efficacy? The participants included six middle-grade MLs engaged in a Tier 2 literacy intervention who initially exhibited fake reading behaviors and a lack of active comprehension monitoring. Data sources comprised MDTP rubrics, student self-rating scales, reflective journals, standardized comprehension assessments (e.g., CORE MAZE), metacognitive awareness inventories (e.g., MARSI-R), and self-perception scales (e.g., RSPS2). The findings indicate that the structured, dialogic scaffolding provided by the MDTP helped students transition from basic social communication skills to the academic language necessary for advanced comprehension. Iterative adjustments, such as the creation of an MDTP organizer, created processing space and provided the extended wait time essential for MLs to engage in meaningful metacognitive strategy analysis. Ultimately, the research suggests that offering MLs structured dialogic scaffolding improves their comprehension, metacognitive awareness, and self-efficacy, empowering them to view themselves as capable and active participants in their own learning.

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