Strategy Acquisition by Children with General Learning Difficulties through Metacognitive Training

Autor/inn/en	Bosson, Melanie S.; Hessels, Marco G. P.; Hessels-Schlatter, Christine; Berger, Jean-Louis; Kipfer, Nadine M.; Buchel, Fredi P.
Titel	Strategy Acquisition by Children with General Learning Difficulties through Metacognitive Training
Quelle	In: Australian Journal of Learning Difficulties, 15 (2010) 1, S.13-34 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Learning Problems; Metacognition; Correlation; Learning Strategies; Academic Achievement; Cognitive Ability; Intervention; Task Analysis; Foreign Countries; Mathematics Skills; Problem Solving; Elementary School Students; Switzerland + Suchen Sie Ihr Suchwort? Lernproblem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Denkfähigkeit; Aufgabenanalyse; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Schweiz
Abstract	Children with general learning difficulties commonly show lower school success and have a slower rate of learning. They show limited and inefficient strategy use in all kinds of tasks. Efficient strategy use requires a certain degree of metacognitive knowledge and executive control. A sample of 16 children (ages 8 to 12) with learning difficulties participated in a 3-month metacognitive training intervention that alternated between curriculum-related and curriculum-unrelated tasks. The children were indirectly taught cognitive and metacognitive strategies by means of guided prompting. The application of the strategies and the children's metacognitive knowledge were evaluated through observation of their behavior and verbalizations. Children showed progress in strategy use and metacognitive knowledge in both types of tasks, but it was only in the more concrete strategies that a positive correlation was found between application and quality of reflection. It is hypothesized that children perceived these concrete strategies to be of most practical value and they were therefore able to reflect most accurately on their use. (Contains 8 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10