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ERIC Number: EJ1129715
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners with SLI
Schiff, Rachel; Nuri Ben-Shushan, Yohi; Ben-Artzi, Elisheva
Journal of Learning Disabilities, v50 n2 p143-157 Mar-Apr 2017
This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indicated that both the ML and MCML groups made statistically significant gains in all measures, whereas the control group did not. However, children with SLI who received training in metacognitive strategies significantly outperformed those who received ML alone in spelling and reading skills. This study provides evidence that children with SLI benefit from applying of metacognitive strategies to spelling practices when acquiring early spelling and reading skills.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel (Tel Aviv)
Grant or Contract Numbers: N/A