Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept
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)...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2017-09-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/302/294 |
| _version_ | 1797918481918722048 |
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| author | Alev Girli Halil Öztürk |
| author_facet | Alev Girli Halil Öztürk |
| author_sort | Alev Girli |
| collection | DOAJ |
| description | 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 İzmir 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. |
| first_indexed | 2024-04-10T13:31:11Z |
| format | Article |
| id | doaj.art-523992272cbf4af591f7a3409f5112f8 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T13:31:11Z |
| publishDate | 2017-09-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-523992272cbf4af591f7a3409f5112f82023-02-15T16:11:38ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982017-09-011019310210.26822/iejee.2017131890Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-conceptAlev Girli0Halil Öztürk1Dokuz Eylul UniversityDokuz Eylul UniversityThe 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 İzmir 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.https://iejee.com/index.php/IEJEE/article/view/302/294Specific learning disabilitymetacognitive reading strategiesacademic self-efficacyself-concept |
| spellingShingle | Alev Girli Halil Öztürk Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept International Electronic Journal of Elementary Education Specific learning disability metacognitive reading strategies academic self-efficacy self-concept |
| title | Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept |
| title_full | Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept |
| title_fullStr | Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept |
| title_full_unstemmed | Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept |
| title_short | Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept |
| title_sort | metacognitive reading strategies in learning disability relations between usage level academic self efficacy and self concept |
| topic | Specific learning disability metacognitive reading strategies academic self-efficacy self-concept |
| url | https://iejee.com/index.php/IEJEE/article/view/302/294 |
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