title: Using informed strategies for learning to enhance the reading and thinking skills of children with learning disabilities.
abstract: The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills.
authors.affiliation: Texas Christian University.
authors.forename: T R
authors.initials: TR
authors.lastname: Rottman
authors.forename: D R
authors.initials: DR
authors.lastname: Cross
mesh_terms: D001364:Awareness; D002648:Child; D003430:Cross-Sectional Studies; D003479:Curriculum; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011932:Reading; D013850:Thinking