The Application of Metacognitive Reading Strategies by Learning From and Teaching Disabled Students in the Regular Classroom
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9 word format
document in English
educational studies
presentation
published 24/06/2008
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level : Advanced
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Summary
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.
Table of Contents
- Literature Review.
- Reading and the Learning Disabled Student .
- Metacognition.
- Transfer of Skills.
- Perkins and Grotzer.
- Quicke and Winter.
- Methodology.
- Population.
- Data Collection.
- Analysis.
- Conclusion.
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