title: Metacognitive Strategies.
abstract: This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indicated that both the ML and MCML groups made statistically significant gains in all measures, whereas the control group did not. However, children with SLI who received training in metacognitive strategies significantly outperformed those who received ML alone in spelling and reading skills. This study provides evidence that children with SLI benefit from applying of metacognitive strategies to spelling practices when acquiring early spelling and reading skills.
authors.affiliation: 1 Learning Disabilities Studies and Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat-Gan, Israel.
authors.forename: Rachel
authors.initials: R
authors.lastname: Schiff
authors.affiliation: 1 Learning Disabilities Studies and Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat-Gan, Israel.
authors.forename: Yohi
authors.initials: Y
authors.lastname: Nuri Ben-Shushan
authors.affiliation: 2 Psychology Department, Bar-Ilan University, Ramat-Gan, Israel.
authors.forename: Elisheva
authors.initials: E
authors.lastname: Ben-Artzi
mesh_terms: D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational / Q000379:methods*; D005260:Female; D006801:Humans; D007802:Language; D007805:Language Development Disorders / Q000503:physiopathology / Q000534:rehabilitation*; D008297:Male; D000067489:Metacognition / Q000502:physiology*
keywords: intervention; metacognitive awareness; metacognitive strategies; metalinguistic awareness; specific language impairment; spelling