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...

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Main Authors: Ali Albalhareth, Peter V. Paul, Ali Alasmari
Format: Article
Language:English
Published: Institute for Human Rehabilitation 2022-04-01
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
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author Ali Albalhareth
Peter V. Paul
Ali Alasmari
author_facet Ali Albalhareth
Peter V. Paul
Ali Alasmari
author_sort Ali Albalhareth
collection DOAJ
description 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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spelling doaj.art-5656334a2dfe447eaa0ec91894bf3dec2023-12-03T13:11:09ZengInstitute for Human RehabilitationHuman Research in Rehabilitation2232-99352232-996X2022-04-0112152110.21554/hrr.042201TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTSAli Albalhareth0Peter V. Paul1Ali Alasmari2Department of Special Education, Najran UniversityDepartment of Educational Studies, The Ohio State UniversityDepartment of Special Education, Prince Sattam bin Abdualaziz UniversityThis 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.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=6266f78e611a21650915214d/deaf and hard of hearing studentsmetacognitive assessmentsmetacognitive knowledge/awarenessmetacognitive regulationmetacognitive strategies
spellingShingle Ali Albalhareth
Peter V. Paul
Ali Alasmari
TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
Human Research in Rehabilitation
d/deaf and hard of hearing students
metacognitive assessments
metacognitive knowledge/awareness
metacognitive regulation
metacognitive strategies
title TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
title_full TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
title_fullStr TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
title_full_unstemmed TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
title_short TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
title_sort teachers perceptions of metacognitive strategies and assessments used with d deaf and hard of hearing students
topic d/deaf and hard of hearing students
metacognitive assessments
metacognitive knowledge/awareness
metacognitive regulation
metacognitive strategies
url 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
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AT alialasmari teachersperceptionsofmetacognitivestrategiesandassessmentsusedwithddeafandhardofhearingstudents