An Examination of Teachers' Use of Metacognitive Strategies in Supporting the Reading Comprehension Skills of Children with Learning Disabilities

Autor/inn/en	Laçin, Emre; Çetin, Erhan
Titel	An Examination of Teachers' Use of Metacognitive Strategies in Supporting the Reading Comprehension Skills of Children with Learning Disabilities
Quelle	In: International Journal of Contemporary Educational Research, 9 (2022) 3, S.519-531 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Laçin, Emre) ORCID (Çetin, Erhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metacognition; Reading Strategies; Reading Processes; Students with Disabilities; Learning Disabilities; Teacher Attitudes; Reading Comprehension; Reading Difficulties; Foreign Countries; Elementary School Teachers; Special Education Teachers; Language Teachers; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; Leseprozess; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerverhalten; Leseverstehen; Reading difficulty; Leseschwierigkeit; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Language teacher; Sprachunterricht
Abstract	Metacognitive reading strategies are to facilitate the reading processes of students, to give them the chance to monitor and control the reading process, and to regulate the reading process. While many typically developing children can acquire these cognitive processes, children with learning disabilities (LD) have difficulties. They also have more limited memory than typically developing children. It is an effective method for making it easier for children with limited memory and learning difficulties to remember the information in the text and thus increase their understanding. The most effective people in teaching metacognitive reading strategies are teachers. Teachers' knowledge level of metacognitive strategies affects the reading comprehension success of students with LD (Oslund et al., 2016). Therefore, in this study, it aims to examine the views of teachers on the teaching of metacognitive reading strategies to improve the reading comprehension of children with LD. The "Metacognitive Reading Strategy Usage Scale" (MRSUS) developed by Özen and Durkan (2016) was used to evaluate the teaching of metacognitive reading strategies that teachers use to improve reading comprehension. The MRSUS is a tool that evaluates a set of strategies that children use before, during, and after reading. MRSUS scores of 204 teachers participating in the study were examined. Got results; presented in the findings section. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01