Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?

Autor/inn/en	Wang, Li-Chih; Chung, Kevin Kien Hoa
Titel	Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?
Quelle	In: Learning Disabilities Research & Practice, 37 (2022) 1, S.6-17 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Li-Chih) ORCID (Chung, Kevin Kien Hoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12269
Schlagwörter	Learning Disabilities; Students with Disabilities; Undergraduate Students; Foreign Countries; Learning Strategies; Chinese; Writing Difficulties; Reading Difficulties; Metacognition; Knowledge Level; Writing Skills; Research Skills; Predictor Variables; Taiwan + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; China; Chinesen; Schreibstörung; Reading difficulty; Leseschwierigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis; Writing skill; Schreibfertigkeit; Forschungsleistung; Prädiktor
Abstract	This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first-year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive knowledge, and learning strategies were administered. Students with SLD reported using fewer learning strategies than students without SLD. The use of writing/research skills, which are the skills used to research topics from various sources in different ways (e.g., organizing writing projects, and monitoring for errors), significantly negatively predicted the reported reading/writing difficulties in both groups. These findings help expand our understanding of which learning strategies are useful for students with SLD and university instructors use more suitable techniques to facilitate the learning of these students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01