What Is Your Prediction? Teaching the Metacognitive Skill of Prediction to a Class of Sixth- and Seventh-Grade Students Who Are Deaf

Autor/inn/en	Brigham, Molly; Hartman, Maria C.
Titel	What Is Your Prediction? Teaching the Metacognitive Skill of Prediction to a Class of Sixth- and Seventh-Grade Students Who Are Deaf
Quelle	In: American Annals of the Deaf, 155 (2010) 2, S.137-143 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Direct Instruction; Action Research; Deafness; Prediction; Metacognition; Social Studies; Grade 6; Grade 7; Middle School Students; United States History; Reading; Textbooks; Reading Materials; Reading Comprehension; Picture Books; Intervention + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Projektforschung; Gehörlosigkeit; Taubstummheit; Vorhersage; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gemeinschaftskunde; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseprozess; Lesen; Textbook; Text book; Schulbuch; Lehrbuch; Leseverstehen; Picture book; Bilderbuch
Abstract	The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10