@article{article_319657, title={Sense and nonsense of metacognition as ‘second order skills’ in relation to specific learning disorders}, journal={Bogazici University Journal of Education}, volume={32}, pages={16–33}, year={2015}, author={Desoete, Annemie}, keywords={Metacognition,Executive functions,Efforfull control,Learning Disabilities}, abstract={<p>After an introduction on ‘second order skills ‘(metacognition, Executive Functions or EF, self-regulation and </p> <p>Effortfull Control or EC) and on specific learning disorders (dyslexia/dyscalculia), we focus on the ‘nexus’ </p> <p>between both constructs in five studies. In study 1 we compared prediction and evaluation skills in children </p> <p>with and without learning disabilities. In addition we revealed that children with procedural dyscalculia had </p> <p>poor prediction and evaluation skills (study 2) and that persons with dyslexia and dyscalculia had below </p> <p>average working memory and planning skills (cold EF – study 3) with children with dyslexia also having </p> <p>problems with inhibition (hot EF – study 4). When analyzing metacognition in adolescents study 5 </p> <p>demonstrated that poor spellers are also were poor in detecting spelling mistakes. Moreover study 6 </p> <p>demonstrated that high functioning adolescents with dyslexia show a lot of similarities on hot and cold EF </p> <p>with peers without dyslexia. Finally study 7 demonstrated that metacognition can be trained in the case of a </p> <p>‘production deficiency’ with an informed, prolonged and embedded training and that metacognition can be </p> <p>considered from a Universal Design for Leaning (UDL) perspective as ‘tool’ taking into account the different </p> <p>Process Communication Model (PCM) personality types (Kahler, 2008; Pauley & Pauley, 2012). </p>}, number={1}, publisher={Boğazici University}