| dc.description.abstract | Research has suggested that students with learning
disabilities can became actively involved in their cun
learning. A metacognitive orientation provides a
conceptual base on which to build instructional
interventions.
In this study twenty students with learning
disabilities in special classes in Thunder Bay
participated. Students were From three intact classes at
different schools. Three general expectations guided the
investigation:
First, through explicit teaching, students with
learning disabilities can be instructed to employ
self-questioning learning strategies for identification cf
main ideas in a reading passage;
Second, reading comprehension will be enhanced through
metacognitive training as measured by: Miscue Analysis;
Canadian Tests of Basic Skills. Form 3 and 4:.- and
Gates-MacGinitie Reading Tests. Form 1 and g.
Third, students who perceive an external control of reinforcements, as measured by the Intellectual Achievement
Responsibility Questionaire, will experience more
difficulty using an intervention strategy.
A simple pre-posttest design was used supplemented
with observational and interview methods. The
comprehension subtests of Gates-MacGinitie Reading Test.
Form 1 (MacGinitie, Kamons, Koualski & MacGinitie, 1979)
and Canadian Tests of Basic Skills. Form 3 (King &
Hieryonymus, 1975) were administered to each student and
baselines for reading comprehension established. Using a
reciprocal teaching procedure, a self-questioning strategy
was developed while studying a Canadian novel. Hunter in
the Dark by M. Hughes. Miscue analysis and observation
were employed to monitor the training sessions.
Results indicated that the participants’ reading
comprehension did improve on all criteria, miscue analysis
and Gates-MacGinitie Reading Test were at a statistical
significant level. The students’ belief in their own
control, as measured by the Intellectual Achievement
Responsibility questionnaire, was found not to be a
predictor of achievement.
Interventions which incorporate a teaching methodology
that promotes strategic learning appear to hold the most
promise for enabling students with learning disabilities to
become more successful learners. | |
