Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

Hannah, C. Lynne; Shore, Bruce M.

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Peer reviewed

ERIC Number: EJ505159

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0016-9862

EISSN: N/A

Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

Hannah, C. Lynne; Shore, Bruce M.

Gifted Child Quarterly, v39 n2 p95-109 Spr 1995

This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more than that of learning-disabled students. (SW)

Descriptors: Academic Ability, Elementary Secondary Education, Gifted, Gifted Disabled, Learning Disabilities, Males, Metacognition, Reading Comprehension

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A