Using metacognitive strategies to enhance reading comprehension for students with learning disabilities / by Lynda M. Milne. --

Research has suggested that students with learning
\ndisabilities can became actively involved in their cun
\nlearning. A metacognitive orientation provides a
\nconceptual base on which to build instructional
\ninterventions.
\nIn this study twenty students with learning
\ndisabilities in special classes in Thunder Bay
\nparticipated. Students were From three intact classes at
\ndifferent schools. Three general expectations guided the
\ninvestigation:
\nFirst, through explicit teaching, students with
\nlearning disabilities can be instructed to employ
\nself-questioning learning strategies for identification cf
\nmain ideas in a reading passage;
\nSecond, reading comprehension will be enhanced through
\nmetacognitive training as measured by: Miscue Analysis;
\nCanadian Tests of Basic Skills. Form 3 and 4:.- and
\nGates-MacGinitie Reading Tests. Form 1 and g.
\nThird, students who perceive an external control of reinforcements, as measured by the Intellectual Achievement
\nResponsibility Questionaire, will experience more
\ndifficulty using an intervention strategy.
\nA simple pre-posttest design was used supplemented
\nwith observational and interview methods. The
\ncomprehension subtests of Gates-MacGinitie Reading Test.
\nForm 1 (MacGinitie, Kamons, Koualski & MacGinitie, 1979)
\nand Canadian Tests of Basic Skills. Form 3 (King &
\nHieryonymus, 1975) were administered to each student and
\nbaselines for reading comprehension established. Using a
\nreciprocal teaching procedure, a self-questioning strategy
\nwas developed while studying a Canadian novel. Hunter in
\nthe Dark by M. Hughes. Miscue analysis and observation
\nwere employed to monitor the training sessions.
\nResults indicated that the participants? reading
\ncomprehension did improve on all criteria, miscue analysis
\nand Gates-MacGinitie Reading Test were at a statistical
\nsignificant level. The students? belief in their own
\ncontrol, as measured by the Intellectual Achievement
\nResponsibility questionnaire, was found not to be a
\npredictor of achievement.
\nInterventions which incorporate a teaching methodology
\nthat promotes strategic learning appear to hold the most
\npromise for enabling students with learning disabilities to
\nbecome more successful learners.

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