TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
This qualitative case study investigated two teachers’ use of metacognitive strategies during reading instruction and the types of metacognitive assessments used to assess students’ metacognitive strategies. Data collection was performed using a case study methodology via two semi-structured inter...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Institute for Human Rehabilitation
2022-04-01
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| Series: | Human Research in Rehabilitation |
| Subjects: | |
| Online Access: | https://human.ba/wpdm-package/full-text-216/?ind=1650911414649&filename=1.-Ali-A-Peter-VP-Ali-A-HRR-april-2022.pdf&wpdmdl=1828&refresh=6266f78e611a21650915214 |
| Summary: | This qualitative case study investigated two teachers’ use of metacognitive strategies during reading instruction and the
types of metacognitive assessments used to assess students’ metacognitive strategies. Data collection was performed using
a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two selfrecorded question responses, known collectively as the experience sampling method (ESM). The data collected were coded
based on three time periods: planning before reading, monitoring during reading, and evaluating after reading. The findings
reveal that the two teacher-participants spent a substantial amount of time activating their students’ prior knowledge and
building vocabulary. In addition, both teachers only used think aloud assessments to examine the type of metacognitive
strategies that their students used during reading sessions. There is a need to consider other metacognitive strategies,
including evaluating strategies, and to utilize alternative methods of assessment alongside think aloud, such as interviews. |
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| ISSN: | 2232-9935 2232-996X |