ERIC Number: ED389135
Record Type: RIE
Publication Date: 1995
Metacognition and Reading in Children Who Are Deaf: A Review of the Research.
Strassman, Barbara K.
This paper provides a review and synthesis of the research literature on metacognition and reading in children who are deaf and draws implications of the research for classroom instruction. The review is organized into three categories of studies: descriptive, correlational, and intervention research. The review also includes research on word awareness, an aspect of metalinguistics associated with reading achievement. The review identifies three trends. First, the research suggests that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive strategies; second, skilled deaf readers resemble skilled hearing readers in their use of reading strategies; and third, deaf students can benefit from metacognitive strategy instruction. An attached table provides comparative data on the major studies reviewed. (Contains 33 references.) (DB)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Congress on Education of the Deaf (18th, Tel Aviv, Israel, July 16-20, 1995).