The Impact of Modified Multi-component Cognitive Strategy Instruction in the Acquisition of Metacognitive Strategy Knowledge in the Text Comprehension Process of Students with Mental Retardation

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Doğanay Bilgi A., Özmen E. R.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.14, sa.2, ss.707-714, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 14 Sayı: 2
  • Basım Tarihi: 2014
  • Doi Numarası: 10.12738/estp.2014.2.1629
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.707-714
  • Anahtar Kelimeler: Multi-component Cognitive Strategy Instruction, Metacognitive Knowledge, Reading Comprehension, Students with Mental Retardation, Text Comprehension, READING-COMPREHENSION, LEARNING-DISABILITIES, SELF-REGULATION, MEMORY, READERS
  • Gazi Üniversitesi Adresli: Evet

Özet

The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for students with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was designed using a qualitative method. In order to collect data, students were interviewed via the metacognitive interview format before and after the application of the intervention, and content analysis was used to analyze the data. Results of the study indicated that there was a positive change in text comprehension related to the metacognitive knowledge of the students between pre and post instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.