Teachers' Perceptions of Metacognitive Strategies and Assessments Used with Deaf Students

Autor/in	Albalhareth, Ali
Titel	Teachers' Perceptions of Metacognitive Strategies and Assessments Used with Deaf Students
Quelle	(2020), (245 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3635-2443-1
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Deafness; Case Studies; Reading Instruction; Metacognition; Learning Strategies; Reading Strategies; Prior Learning; Students with Disabilities; Mentors; Reading Skills; Difficulty Level; Reading Materials + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Gehörlosigkeit; Taubstummheit; Case study; Fallstudie; Case Study; Leseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading strategy; Leselernstufe; Lesetechnik; Vorkenntnisse; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading skill; Lesefertigkeit; Schwierigkeitsgrad
Abstract	This qualitative research examines the types of metacognitive assessments used by teachers to describe d/Dhh students' metacognitive strategies. In other words, this study investigates three main points: first, teachers' perceptions regarding the use of metacognitive strategies during reading instruction; second, the types of metacognitive assessments used to assess their d/Dhh students' metacognitive strategies; third, the strategies and assessments that they believe are most effective during reading instruction. Data collection was performed using a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two self-recorded question responses; also known as the experience sampling method (ESM). The data collected were coded based on previous works on metacognition: planning before reading, monitoring during reading, and then evaluating after applying reading strategies (e.g., Baker & Brown, 1984; Israel, 2007; Pressley & Afflerbach, 1995; Schmitt, 2005). The findings reveal that both teachers spent time on activating their students' prior knowledge. Additionally, these findings demonstrate that the teachers used many mentoring strategies more than planning or evaluating strategies. Moreover, it is indicated that both teachers only used think aloud assessments to examine the type of metacognitive strategies that students used during their reading sessions. It was also revealed that teachers believe the most effective strategies can be determined based on two variables: students' reading skills and the difficulties of the reading passage. Implications for practice were discussed in relation to planning strategies and assessment; for instance, I offered suggestions for vocabulary interventions, which are necessary for developing students' linguistic knowledge. Teachers also need to reconsider other metacognitive strategies, particularly evaluating strategies, and utilize alternative methods of assessment alongside think aloud, such as interviews. Implications for future research suggest more research is needed on vocabulary instruction as well as evaluating strategies and assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01