A New Approach to Evaluating Metacognition in ‘Hearing Average‐achieving’; ‘Hearing Underachieving’; and ‘Deaf/Hard‐of‐hearing’ Elementary School Students

Al-Hilawani, Yasser A.

doi:10.1111/1467-8527.t01-1-00156

Cited by 16 publications

(9 citation statements)

References 14 publications

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“…With this information in mind, results of this study revealed no significant difference between the performances of students with typical hearing and students with hearing loss on the test scores of metacognition, on reaction time to test items, and on the test scores obtained based on the mean reaction time. It seems that students with typical hearing and students with hearing loss are more alike than different with reference to performance on the test of metacognition, a finding supported by previous research (e.g., Al-Hilawani, 2000 using different measures of metacognition, and with reference to the duration of time they needed to respond correctly to the presented test items. This result indicates that young people who are deaf and hard of hearing have the ability to manage and manipulate the physical, animate, and mental worlds and to reason adequately about them in a timely manner, just as students with typical hearing.…”

Section: Discussionsupporting

confidence: 61%

“…We consulted the work of Wellman and Gelman (1992) to obtain information on the three knowledge domains of naïve psychology, naïve physics, and naïve biology, as well as reviewed the work of Al-Hilawani (2000 to find how metacognition is approached in real-life situations to construct an objective measure of metacognition. Examples of naïve psychology include identification and understanding of people as psychological beings whose actions are triggered or could be explained by psychological states.…”

Section: Instrumentationmentioning

confidence: 99%

“…Pictures were used to represent the contents of these domains because using pictures allows one to control the influence of language levels that may exist among students ( Al-Hilawani, 2000, 2001 and because pictures are suitable for representing and collecting various types of information, such as naming drawings based on their shape and size and describing the intent of the person who created them ( Bloom & Markson, 1998 ).…”

Section: Instrumentationmentioning

confidence: 99%

“…For the purpose of this research, metacognition refers to strategic employment of one's cognitive processes and resources to construct knowledge, and employ thinking and problem-solving skills to reach understanding and insight into one's environment ( Brown, 1978 ;Flavell, 1976Flavell, , 1978Flavell, , 1979Flavell, , 1999. This definition of metacognition ( Brown, 1978 ;Flavell, 1976Flavell, , 1978Flavell, , 1979Flavell, , 1999 encompasses features of intelligent ability; entails employing one's higherorder thinking processes, such as recognition, discrimination, judgment, and cognitive restructuring of events for effective functioning in life; and covers the process of performing interactive mental juggling to maintain one's connection to the task on hand for decision making and task fulfillment ( Al-Hilawani, 2000, 2001Al-Hilawani, Easterbrooks, & Marchant, 2002 ).…”

Section: Introductionmentioning

confidence: 99%

“…One assumption in this study is that time is a variable that affects daily learning and interaction. Another assumption is that building a computerized measuring tool using pictures is one way to capitalize on a learner's visual-spatial perception and processing, allowing a modality assessment when dealing with students who have a low verbal repertoire ( Al-Hilawani, 2000. We hypothesized that a significant difference would exist between the performances of students with typical hearing and students with hearing loss, and that these two groups would obtain significantly higher scores on the metacognitive measure than the students who were low-achieving and institutionally raised.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Prelinguistic Vocal Development in Infants with Typical Hearing and Infants with Severe-to-Profound Hearing Loss

Iyer

Oller²

2008

TVR

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90We are very excited about the future of The Volta Review , to build on its greatness and continue its revered position as a first-rate publication. Just as the African proverb proclaims, "it takes a village to raise a child," it takes the AG Bell membership to keep The Volta Review at the forefront of research and scholarship related to children who are deaf and hard of hearing. This work involves the parent members, the professional members, and the members who are deaf and hard of hearing. Katie and I welcome your comments, your suggestions, your ideas, and most importantly any manuscripts that you feel address the concerns of the membership. With your help, The Volta Review will grow and prosper as it undergoes transition and transformation in maintaining its premier role in the field of research related to deafness. Sincerely,The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed emergent literacy skills and outcomes at the beginning and end of a school year for 44 young children (mean age = 5.2 years) who are deaf and hard of hearing and who had some speech perception skills. These children generally showed gains similar to their peers with typical hearing in knowledge of letter names and common written words, but lagged in phonological awareness skills. Correlational analyses suggest that these skills were systematically related to the children's literacy development, similar to what has been found in children with typical hearing. The results show that children participating in this study progressed on some phonological awareness skills (alliteration, blending, and elision) but not on others (rhyming, syllable segmentation). This article discusses the relevance of the findings for an emergent literacy curriculum .

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Section: Discussionsupporting

confidence: 61%

Section: Instrumentationmentioning

confidence: 99%