NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ807842
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1555-6913
Effects of Metacognitive Strategies on Reading Comprehension of Children with Physical and Multiple Disabilities in Hong Kong
Ip, Chuk Kuen; Lian, Ming-Gon John
Journal of the International Association of Special Education, v6 n1 p3-14 Spr 2005
This study investigated the effectiveness of metacognitive strategies in teaching reading comprehension to five Chinese children with physical and multiple disabilities. Results suggested that metacognitive instructional strategies might be effective. Further research using various methods/designs on children of different ages and academic levels are recommended for further generalization of the results. (Contains 5 figures and 2 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong