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comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms
| Title: | A comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms. |
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| Name(s): |
Bunker, Melise Rankin, author Florida Atlantic University, Degree grantor Smiley, Lydia R., Thesis advisor |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Issuance: | monographic | |
| Date Issued: | 1997 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, FL | |
| Physical Form: | application/pdf | |
| Extent: | 212 p. | |
| Language(s): | English | |
| Summary: | Although metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of reading instruction on students with LD in general education classrooms, the purpose of this study was to determine if there was a difference between the metacognitive awareness about reading of fourth-grade students with LD and without LD (NLD) taught by code-based (CB) and meaning-based (MB) instruction in inclusion classrooms. Further, the study was concerned with determining if there was an interaction between learning condition (LD, NLD) and instructional approach (CB, MB). A total of 88 fourth graders from seven elementary schools in a large south Florida school district participated in the study: 38 were students with LD; 50 were students without LD. Forty-five of the students received their reading instruction in CB classrooms and 43 were taught reading in MB classrooms. All students were given the silent reading section of an informal reading inventory, a metacognitive interview, and a metacognitive questionnaire. Results revealed that although there is a significant difference between the metacognitive knowledge about reading between students with and without LD, this difference did not appear to be influenced by their method of reading instruction. Students with LD consistently scored below students without LD, whether they were in code-based or in meaning-based classrooms. | |
| Identifier: | 9780591433548 (isbn), 12511 (digitool), FADT12511 (IID), fau:9403 (fedora) | |
| Degree granted: | Thesis (Ed.D.)--Florida Atlantic University, 1997. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | College of Education | |
| Subject(s): |
Reading (Elementary) Inclusive education Learning disabled children--Education |
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| Held by: | Florida Atlantic University Libraries | |
| Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/12511 | |
| Sublocation: | Digital Library | |
| Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
