본문 바로가기
  • Home

The Characteristics of Meta-cognitive Reading Strategies of Students at Risk for Reading Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(3), pp.321-338
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kyoungsun Kim 1 Kim, Dongil 2

1서울대학교 특수교육연구소
2서울대학교

Accredited

ABSTRACT

This paper reports findings from a study that assesses metacognitiveawareness and reading-strategy use of Korean elementary students who areat risk for reading disabilities. A total of 249 students responded to a 30-itemsurvey of Metacognitive Awareness of Reading Strategies(MARIS). The strategieswere classified into 3 categories: global reading strategies, problem solvingstrategies, and support reading strategies. The result showed that significantlylower metacognitive strategy use scores were found for children at risk forreading disabilities compared with low achieving children and average achievingchildren. In addition, a statistically significant relationship was found betweena reading comprehension achievement and their overall strategy use (r =0.34),problem-solving strategies (r =0.35), support strategies (r =0.24), and globalstrategies (r =0.34). Findings are discussed in light of the reading strategyknowledge base as well as the theoretical and practical implications.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.