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Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept
- Source :
- International Electronic Journal of Elementary Education, Vol 10, Iss 1, Pp 93-102 (2017)
- Publication Year :
- 2017
- Publisher :
- Kura Publishing, 2017.
-
Abstract
- 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.
Details
- Language :
- English
- ISSN :
- 13079298
- Volume :
- 10
- Issue :
- 1
- Database :
- Directory of Open Access Journals
- Journal :
- International Electronic Journal of Elementary Education
- Publication Type :
- Academic Journal
- Accession number :
- edsdoj.523992272cbf4af591f7a3409f5112f8
- Document Type :
- article
- Full Text :
- https://doi.org/10.26822/iejee.2017131890