Literaturnachweis - Detailanzeige
Autor/inn/en | Harris, Karen R.; und weitere |
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Titel | Effects of Strategy Training on Metamemory among Learning Disabled Students. |
Quelle | In: Exceptional Children, 54 (1988) 4, S.332-38Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Expectation; Grade 4; Intermediate Grades; Learning Disabilities; Learning Strategies; Memory; Metacognition; Performance; Predictive Validity; Self Evaluation (Individuals); Spelling Instruction; Teaching Methods Expectancy; Erwartung; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Achievement; Leistung; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Forty learning-disabled fourth graders learned to use a spelling study strategy, studied words under varying conditions, and predicted their scores on a subsequent test. Results indicated that, even without inclusion of specific metacognitive training components, strategy training produced important metacognitive improvement and that metacognitive skills were an important component of performance. (Author/JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |