文章基本信息

标题：TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS
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作者：Ali Albalhareth ; Peter V. Paul ; Ali Alasmari 等
期刊名称：Human Research in Rehabilitation
印刷版ISSN：2232-9935
电子版ISSN：2232-996X
出版年度：2022
卷号：12
期号：1
页码：5-21
DOI：10.21554/hrr.042201
语种：English
出版社：Institute for Human Rehabilitation
摘要：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.
关键词：d/Deaf and hard of hearing students;metacognitive assessments;metacognitive knowledge/awareness; metacognitive regulation;metacognitive strategies