The Characteristics of Meta-cognition Reading Strategies of Students with Cerebral Palsy (뇌성마비 학생의 초인지적 읽기이해 전략 특성 )

Park, Kyoung-Ock. (박경옥)

The Characteristics of Meta-cognition Reading Strategies of Students with Cerebral Palsy

Journal of Special Education: Theory and Practice
Abbr : JSPED
2008, 9(3), pp.17-37
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

Park, Kyoung-Ock. ¹

¹한국우진학교

Accredited

ABSTRACT

The purpose of this study is to investigate the use of meta-cognitive reading strategies of students with cerebral palsy in reading and each meta-cognitive reading strategy(global reading strategies, problem-solving strategies, and supportive reading strategies) may relate to factual comprehension performance, inferential comprehension performance and performance of finding the topic idea. 24 elementary and middle and high school students with cerebral palsy in Seoul and Gyunggi-do were participated in this study. in order to investigate the use of meta-cognitive reading strategies, the MARIS(Meta-cognitive Awareness of Reading Strategies) was used and the reading comprehension performance was tested by reading comprehension test of Jung(2007). The results were as follows: First, the good readers group have a significantly higher use of global reading strategies and problem-solving strategies than poor reader group. Second, factual comprehension performance relates to global reading strategies and problem-solving strategies and inferential comprehension performance relates to global reading strategies. Based on the results of the study, it imply that the use if meta-cognitive reading strategies to the reading comprehension performance of students with cerebral palsy. And it also imply that to develop their reading comprehension performance, it is necessary to assess the use of meta-cognitive reading strategies overall and to develope appropriate instruction.

KEYWORDS

cerebral-palsy, reading comprehension performance, meta-cognitive reading strategy

Citation status

* References for papers published after 2023 are currently being built.

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