Reading to learn : the role of metacognition in reading comprehension and academic achievement of students with learning disabilities : an honors thesis (HONRS 499)

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dc.contributor.advisor Thatcher, Karen L. en_US
dc.contributor.author Stimley, Sarah E. en_US
dc.date.accessioned 2011-06-06T19:26:27Z
dc.date.available 2011-06-06T19:26:27Z
dc.date.created 2006 en_US
dc.date.issued 2006
dc.identifier.other A-324 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/192730
dc.description.abstract The purpose of this paper is to examine the impact of metacognition on reading comprehension and academic success in students with learning disabilities. The paper includes information on metacognition and reading, metacognitive reading strategies used by effective readers, reasons why students with learning disabilities are often not effective readers, and various approaches to teaching metacognitive strategies to students with learning disabilities. Also, the necessity of good metacognitive skills in life outside of reading is briefly discussed. The information covered in this paper suggests that metacognition plays a big role in reading comprehension and overall academic success of students with learning disabilities, and that improving the frequency and accuracy with which these skills are applied will result in increased performance in both domains.
dc.description.sponsorship Honors College
dc.format.extent 33 leaves ; 30 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Special education. en_US
dc.title Reading to learn : the role of metacognition in reading comprehension and academic achievement of students with learning disabilities : an honors thesis (HONRS 499) en_US
dc.type Undergraduate senior honors thesis.
dc.description.degree Thesis (B.?.)
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1344486 en_US


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  • Undergraduate Honors Theses [5614]
    Honors theses submitted to the Honors College by Ball State University undergraduate students in partial fulfillment of degree requirements.

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