DEAF ADOLESCENTS METACOGNITIVE KNOWLEDGE ABOUT SCHOOL-RELATED READING

被引：23
|
作者：
STRASSMAN, BK
机构：
[1] Education of the Hearing Impaired, Department of Speech Pathology, Audiology, Trenton State College, New Jersey
来源：
AMERICAN ANNALS OF THE DEAF | 1992年 / 137卷 / 04期
关键词：
D O I：
10.1353/aad.2012.0456
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Twenty-nine prelingually and profoundly deaf adolescents were interviewed individually to assess their metacognitive knowledge about school-related reading. A descriptive analysis of the data indicated that the students' schemata for school-related reading were largely skill-based and passive. The schemata apparently lacked mature metacognitive knowledge that would enable the students to gain the most from their reading instruction and become more sophisticated independent readers. Further research on classroom reading instruction is needed.
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页码：326 / 330
页数：5
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