Metacognitive strategies applied during correcting text-related answers of three students with hearing loss

UZUNER Y.

JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS, vol.8, no.1, pp.47-54, 2008 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 8 Issue: 1
  • Publication Date: 2008
  • Doi Number: 10.1111/j.1471-3802.2008.00101.x
  • Journal Name: JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.47-54
  • Keywords: Metacognition, metacomprehension, students with hearing loss, error correction, ACHIEVEMENT, NARRATIVES
  • Anadolu University Affiliated: Yes

Abstract

The purpose of this paper is to describe the metacognitive strategies applied during the controlling-correcting activities of three hearingimpaired youths' written answers to text-related questions. The data have been derived from a pilot action research effort. The research journal, students' portfolios, archival information, interviews, surveys and the videotaped data of this action research effort have been compiled based on the cyclical actions and analysed inductively. The metacognitive strategies the instructor applied seemed to create a supportive environment for the students to contribute to the activity, utilising some of their metacognitive strategies and skills. However, it is suggested that for their internalisation of those metacognitive strategies, they would need more practice and various experiences in meaningful learning environments.