Metacognitive strategies applied during correcting text‐related answers of three students with hearing loss

Abstract

The purpose of this paper is to describe the metacognitive strategies applied during the controlling-correcting activities of three hearingimpaired youths' written answers to text-related questions. The data have been derived from a pilot action research effort. The research journal, students' portfolios, archival information, interviews, surveys and the videotaped data of this action research effort have been compiled based on the cyclical actions and analysed inductively. The metacognitive strategies the instructor applied seemed to create a supportive environment for the students to contribute to the activity, utilising some of their metacognitive strategies and skills. However, it is suggested that for their internalisation of those metacognitive strategies, they would need more practice and various experiences in meaningful learning environments.

Compreensão de leitura de alunos surdos na rede regular de ensino

“…For the reading and writing skills to develop, an extensive learning is necessary. When we refer to the learning of students with hearing impairment this path can be even more complex because they have sensory deprivation that may be associated with delayed language acquisition and development (3,4) .…”

An (Distinctive) Example of Strengtening a Validity: Self-evaluation of the School Based Action Research

“…The literacy skills and language use of the students were measured and evaluated. These exams were reviewed and revised and updated regularly in the research process, which laid the foundations of the question bank (Turgut, 1983;Uzuner, 2008).…”

Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2

“…Apesar das interações entre professores e alunos ocorrer através da LGP, a leitura e a escrita são competências fundamentais para o seu sucesso escolar, na medida em que grande parte dos conteúdos curriculares são adquiridos e posteriormente avaliados através destas. Contudo, a sua aprendizagem constitui um processo extenso e particularmente complexo no caso de crianças surdas, dada a privação sensorial e os atrasos associados ao nível da aquisição e do desenvolvimento da linguagem (UZUNER, 2008 (RUELA, 2000).…”