Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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The Characteristics of Metacognitive Reading Strategies of Underachievers in Reading and General Students
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2015, 16(3), pp.273-295
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
KIM YOUNGGULL 1, Kim， Namjin 2, 김경일 2
1대구사이버대학교
2대구대학교
Accredited
ABSTRACT
The purpose of this study was to identify characteristics of metacognitive reading strategies of underachievers in reading and general students respectively.
Concrete purposes of the study were as follows: First, to make a comparison of the features of reading strategies between underachievers in reading and general students. Second, to identify features of reading strategy of underachievers in reading based on gender and grade. Third, to identify features of reading strategy of general students based on gender and grade. For this study, 543 elementary school students from 4th to 6th grade(93 underachievers and 450 general students) were employed and tested by 'Metacognitive Reading Strategy Checklist'. The data analysis method were t-test and two-way ANOVA. The results of this study were as follows.
First, the extent of using metacognitive reading strategies of underachievers in reading was lower with relevance than those of general students by regarding process, gender, and grade. Second, in comparisons of genders and grades, there was no difference in relevance among underachievers in reading. Third, in comparisons of genders and grades there was difference in relevance among general students. Based on this results, some suggestions were provided for teaching underachievers in reading.
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This paper was written with support from the National Research Foundation of Korea.