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ERIC Number: EJ1156325
Record Type: Journal
Publication Date: 2017-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1307-9298
EISSN: N/A
Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept
Girli, Alev; Öztürk, Halil
International Electronic Journal of Elementary Education, v10 n1 p93-102 Sep 2017
The purpose of this study is to investigate the relationship between the usage levels of metacognitive reading strategies by students diagnosed with specific learning disability (SLD), academic self-efficacy and the concept of self, in comparison to their typically developing (TD) peers. The data to be used in the study were collected using the Metacognitive Awareness of Reading Strategies Inventory, the Academic Self-efficacy Scale, the Piers-Harris Children's Self-concept Scale and the Demographics Information Form. The study was conducted among a total of 119 students in the fifth, sixth, seventh and eighth grades in Izmir Province, including 59 students diagnosed with SLD and 60 TD students. Considering the results of the study, in comparison to TD students, students diagnosed with SLD were significantly inadequate in terms of the usage levels of metacognitive reading strategies, levels of academic self-efficacy, and the intelligence/school subdimensions of the concept of self.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Piers Harris Childrens Self Concept Scale
Grant or Contract Numbers: N/A