The Teaching and Learning of Multimeaning Words within a Metacognitively Based Curriculum

Autor/inn/en	Aceti, Katherine Jane; Wang, Ye
Titel	The Teaching and Learning of Multimeaning Words within a Metacognitively Based Curriculum
Quelle	In: American Annals of the Deaf, 155 (2010) 2, S.118-123 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Direct Instruction; Special Schools; Reading Comprehension; Deafness; Metacognition; Researchers; Vocabulary; Teaching Methods; Intervention; Reading Instruction; Instructional Effectiveness; Pretests Posttests + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Special school; Sonderschule; Leseverstehen; Gehörlosigkeit; Taubstummheit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Researcher; Forscher; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Unterrichtserfolg
Abstract	The study explored the effects of an 8-week intervention in which a teacher/researcher used direct instruction to show the multiple meanings of 7 words to 4 deaf students ages 11-13 years in a school for the deaf. Applying conclusions from emerging research that links knowledge and strategy with metacognitive skills, the teacher/researcher used specific metacognitive strategies to facilitate both the acquisition of the concept of multimeaning words and the ability to distinguish one meaning from another while reading, and thus improved the students' reading comprehension. The study participants were able to increase their vocabulary of multimeaning words as well as their reading comprehension in general, and, overall, experienced an improvement in their observable understanding and confidence when approaching the task of reading. (Contains 2 tables.) (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