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ERIC Number: EJ765508
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: Author
ISSN: ISSN-0034-0510
Effects of a Metacognitive Reading Program on the Reading Achievement and Metacognitive Strategies of Students with Cases of Dyslexia
Camahalan, Faye Marsha G.
Reading Improvement, v43 n2 p77-93 Sum 2006
To study the effects of Metacognitve Reading Program on Reading achievement and metacognitive strategies of students with cases of dyslexia, the author conducted a single-case quasi-experimental. The conceptual framework of the study was based on the theories of cognitive processes stating that metacognition helps regulate the flow of information through working memory and thus improve learning performance. Subjects chosen were 2 incoming grade two students and 2 incoming grade three students diagnosed as dyslexics. They were referred to Reading Works, a learning center, where they attended a Metacognitive Reading Program. The findings suggest that the use of metacognitive strategies in learning how to read positively improves the subject's Reading achievement. Implications to reading instruction; metacognitive learning; and metacognitive strategy instruction are discussed. (Contains 1 table and 6 figures.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A