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The Application of Metacognitive Reading Strategies by Learning From and Teaching Disabled Students in the Regular Classroom

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  1. Literature Review.
    1. Reading and the Learning Disabled Student .
    2. Metacognition.
    3. Transfer of Skills.
  2. Perkins and Grotzer.
  3. Quicke and Winter.
  4. Methodology.
    1. Population.
    2. Data Collection.
  5. Analysis.
  6. Conclusion.

As a child, I was an average reader but never enjoyed reading. I especially dreaded reading chapter books because once I had completed the book I had forgotten what had happened at the beginning. Even though I struggled with the comprehension of reading for pleasure, I was able to pass comprehension assessments on assigned text with little difficulty. This was due mostly to the fact my teachers had drilled what needed to be known for the assessment into my head. I had never been taught specific comprehension strategies which made it difficult for me to really dive into a book for enjoyment.Once I became a teacher, I was exposed to methods for teaching reading comprehension strategies, but most of these focused on specific skills such as finding the main idea, cause and effect, drawing conclusions, and sequencing. After focusing on and modeling a specific strategy for some time I would say to my students, ?As we read today, I want you to think about cause and effect.? However, if I did not direct the students to think about cause and effect, they did not recognize to do this on their own.

[...] If I find that LD students are unable to employ the metacognitive strategies at all, this may imply they need more practice or this approach does not meet their learning style. If I discover that LD students are able to learn the metacognitive strategies in my resource room and transfer and employ them in the regular classroom, classroom teachers may be encouraged to begin incorporating more of this type of instruction on a regular basis for all of their students. What benefits one student may benefit many. [...]


[...] The results of this study provide evidence that a metacognitive reading program can be used with learning disabled students to improve awareness about reading and their comprehension skills. Vaidya (1999) suggests that students with learning disabilities are limited in their metacognitive awareness of their learning needs and therefore may be limited in their ability to create and employ a learning strategy out of those needs. Learning disabled students need repeated instruction in metacognitive strategies that involve modeling and teacher think alouds, focusing on the process rather than the product. [...]


[...] Your signature Date Appendix B Timeline for Data Collection September Obtain principal's approval Consult with classroom teachers and educational assistants about project and students involved Send home permission slips Administer pre-assessment October Have classroom teachers complete pre surveys on each student involved Have students read metacognitive strategy play Begin strategy instruction by teaching six sessions of visualizing and write in teacher reflection journal after each session Consult weekly with classroom teachers and educational assistants about strategies taught and to be encouraged in the classroom Teach six sessions of predicting and write in teacher reflection journal after each session Consult weekly with classroom teachers and educational assistants about strategies taught and to be encouraged in the classroom November Teach six sessions of making connections and write in teacher reflection journal after each session Consult weekly with classroom teachers and educational assistants about strategies taught and to be encouraged in the classroom Teach six sessions of asking questions and write in teacher reflection journal after each session Consult weekly with classroom teachers and educational assistants about strategies taught and to be encouraged in the classroom December Have students complete post-assessment Have classroom teachers complete post surveys on each student involved Appendix C Survey of Classroom Teachers Dear 5th Grade Teacher, As you know, I am working on my master's in literacy and I need your assistance in gathering data for my upcoming project. [...]

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