Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study

1996 ◽  
Vol 19 (3) ◽  
pp. 293-314 ◽  
Author(s):  
K. Lesley McGuire ◽  
Carolyn R. Yewchuk
Keyword(s):  
Reading Instruction ◽  
Gifted Students ◽  
Learning Disabled ◽  
Metacognitive Strategies ◽  
Frequent Use ◽  
Elementary Gifted ◽  
Student Profiles ◽  
Metacognitive Reading Strategies ◽  
One Year ◽  
Grade Placement

This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

scholarly journals Applying Metacognitive Strategies in Comprehending English Reading Texts

2019 ◽  
Vol 19 (1) ◽  
pp. 138
Author(s):  
Zulfadli A. Aziz ◽  
Chairina Nasir ◽  
Ramazani Ramazani
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
High Performance ◽  
Metacognitive Strategies ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Low Performance ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.

Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices

2021 ◽  
pp. 026142942110700
Author(s):  
Keri M. Guilbault ◽  
Kimberly McCormick
Keyword(s):  
Elementary School Teachers ◽  
School Administrators ◽  
The United States ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
School Closings ◽  
Gifted Learners ◽  
Elementary Gifted ◽  
Curriculum Specialists ◽  
One Year

The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future.

Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics?

2020 ◽  
pp. 153450842090252
Author(s):  
Marissa J. Filderman ◽  
Jessica R. Toste ◽  
North Cooc
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Reading Instruction ◽  
Student Assessment ◽  
Math Instruction ◽  
Use Of Data ◽  
Frequent Use ◽  
Reading And Math ◽  
Early Childhood Longitudinal Survey ◽  
And Mathematics

Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.

A One Year Course in Italian for Gifted Students

Italica ◽  
1962 ◽  
Vol 39 (3) ◽  
pp. 207
Author(s):  
Edward Sainati
Keyword(s):  
Gifted Students ◽  
One Year
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