The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the ...

HIV and normal aging can each negatively affect executive functioning, attention, memory, and, ultimately, metacognitive abilities, which are important for internally monitoring neuropsychological performance. Some individuals who are aging with HIV may experience severe changes in their metacognitive abilities. They may be unaware of their neuropsychological functioning and may not be accurate...

In this rejoinder we clarify several issues raised by the commentators with the hope of resolving some disagreements. In particular, we address the distinction between information-based and experience-based metacognitive judgments and the idea that memory monitoring may be mediated by direct access to internal representations. We then examine the possibility of unconscious metacognitive process...

The purpose of this research was to investigate the effectiveness of instruction of metacognitive knowledge on academic stress in high school female students. This research method is quasi experimental with pretest and post test. Given this, 37female first grade students (19 subjects in experimental group and 18 subjects in control group) were randomly selected using multi-stage cluster samplin...

This study uses design-based research to explore how negotiated assessment contributes to students’ metacognitive processing. Metacognitive processing is shown to be linked to self-regulation and the development of generic skills. The research derived a conceptual framework from the literature that was integrated into a face-to-face learning strategy and evaluated. The results of this study wer...

Metacognitive skills are critical in learning but difficult to teach. Thus the question becomes how can we facilitate metacognitive tutoring? We present an exploratory learning environment called MILA-T with embedded metacognitive tutors imitating five functional roles of teachers in classrooms. We tested MILA–T in a controlled experiment with 237 middle school students. We examine the impact o...

This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10e12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced befo...

Discrete trial training is a commonly used to teach children with autism spectrum disorder and related intellectual disabilities. A number of prompting error correction strategies can be implemented when using discrete training. These need effective efficient. We compared novel procedure, responsive prompt delay, most least no-no prompting. parallel treatments design, nestled in modified multip...

This study demonstrates that explicit metacognitive training appear to benefit lower achievers’ mathematical word problem solving in a computer environment. 11 to 12year-old Singaporean students in collaborative pairs were assigned to two word problem solving groups. The first group received explicit metacognitive training before word problem solving with WordMath (treatment); and the second gr...

Research suggests that students in certain contexts who are “metacognitively aware learners” demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw & Dennison, 199...