Controlling the Writing Process: How an Adolescent with Specific Learning Disabilities uses Metacognition to Compose Expository Discourse
نویسنده
چکیده
This single subject study concerned how a 13 year-old student with specific learning disabilities used metacognition as he composed discourse in response to a writing prompt. Ethnographic procedures were used to collect and analyze data. The participant engaged in a think aloud procedure as he composed a paper about a famous historical figure. His transcribed verbalizations were analyzed by use of domain and taxonomic analysis for use of metacognitive strategies. Results indicated that the participant organized and controlled the writing process by using the following four domains of metacognitive strategies: (a) planning discourse/thinking, (b) evaluating discourse/thinking, (c) recognizing problems with discourse/thinking, and (d) repairing discourse/thinking. The participant engaged in knowledge-telling behavior and focused on surface level text structure to produce a final product at a low abstractive level. Small sample size prevents generalizations, but other research suggests that particular metacognitive strategies can be taught to support more successful writing.
منابع مشابه
The Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability
The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writin...
متن کاملThe Effect of Writing Feedback Techniques and Students’ Writing Anxiety on Students’ Essay Writing Ability
The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writin...
متن کاملFostering literacy learning in supportive contexts.
Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills--qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful...
متن کاملHow Speech-Feedback and Word-Prediction Software Can Help Students Write
disabilities are spending more and more time in the general classroom (McLeskey, Henry, & Axelrod, 1999), where they are exposed to the same wealth and variety of information as their peers. But students like J.T. often face higher expectations of productivity in these inclusive environments than they may have traditionally experienced in separate special education settings. Many students with ...
متن کاملFostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers
Although the concept of metacognition has received considerable attention for its impact on learning across disciplinary areas, it has not been sufficiently discussed in the context of L2 academic reading and writing. In this paper, we bring together two theoretical frameworks, genre analysis and metacognition theory, and discuss the concept of metacognitive genre awareness. Drawing on the anal...
متن کامل