Cognitive and Metacognitive Strategies Used by Good Readers and Students with Learning Disabilities to Understand a Text

• Main Authors: Tahsin Fırat, Duygu Koçak
• Format: Article
• Language: English
• Published: Kastamonu University 2019-03-01
• Series: Kastamonu Eğitim Dergisi
• Subjects: Başarılı okuyucular, bilişsel ve üstbilişsel strateji, öğrenme güçlüğü
• Online Access: https://kefdergi.kastamonu.edu.tr/ojs/index.php/Kefdergi/article/view/2672

In this study, cognitive and metacognitive strategies used by good readers and students with learning disabilities in reading process were investigated comparatively.  The study was conducted with eight students with learning disabilities, and with eight good readers  continuing on the 6th, 7th, and 8th grades. Focus group interview was held to determine the strategies and behaviors the students used before, during and after the reading. The data were analyzed by using content analysis technique. Evidence was found that good readers used many strategies before, during and after reading to understand the text, while students with learning disabilites used very few strategies.