The Effect of TWA Strategy Instruction on Students with Learning Disabilities Developing Cognitive and Metacognitive Strategies

Yıl 2020, Cilt: 28 Sayı: 3, 1390 - 1406, 20.05.2020

Tahsin Fırat Cevriye Ergül

https://doi.org/10.24106/kefdergi.4025

Cited By: 3

Öz

The majority of students with learning disabilities have severe difficulties in reading comprehension. One of the main reasons for these difficulties is their deficiency in cognitive and metacognitive skills that are effective in reading comprehension. The aim of this study was to investigate the effect of TWA (Think Before Reading, Think While Reading, and Think After Reading) strategy on developing cognitive and metacognitive reading strategies of students with learning disabilities. The research was carried out with three students who were diagnosed with learning disabilities and who were continuing their education in 6th grade in secondary schools. The study was designed using a qualitative method. The implementation process has been continued in the form of prerequisite skills development and discussion, modeling, guided practices and independent practices for the teaching of TWA strategy. The techniques think-aloud and semi-structured interview were used before and after teaching to determine students' developing cognitive and metacognitive strategies. The data obtained were analyzed by content analysis method and the strategies that the participants developed and used were revealed. As a result of the research, it was determined that the teaching of TWA strategy was effective in developing cognitive and metacognitive strategies before, while and after reading. The results were discussed in terms of future research and practice.

Anahtar Kelimeler

TWA strategy, Strategy instruction, Students with learning diabilities, Metacognitive strategy, Cognitive strategy

3D Strateji Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Bilişsel ve Üstbilişsel Stratejileri Kazanmalarına Etkisi

Öz

Öğrenme güçlüğü olan öğrencilerin önemli bir çoğunluğu okuduğunu anlama ciddi güçlükler yaşamaktadır. Bu güçlüklerin temel nedenlerinden biri okuduğunu anlamada etkili olan bilişsel ve üstbilişsel becerilerdeki yetersizlikleridir. Bu araştırma, 3D (Okuma Öncesinde Düşün, Okuma Sırasında Düşün ve Okuma Sonrasında Düşün) stratejisinin, öğrenme güçlüğü olan öğrencilerin bilişsel ve üstbilişsel okuma stratejilerini kazanmalarına etkisini incelemek amacıyla yapılmıştır. Araştırma, 6. sınıfa devam eden ve öğrenme güçlüğü tanısı almış üç öğrenciyle gerçekleştirilmiştir. Bu çalışma nitel bir yöntem kullanılarak tasarlanmıştır. Uygulama süreci 3D stratejisi öğretimi için önkoşul becerileri geliştirme ve tartışma, model olma, rehberli uygulamalar ve bağımsız uygulamalar şeklinde sürdürülmüştür. Katılımcıların bilişsel ve üstbilişsel stratejileri kazanıp kazanamadıklarını belirlemek için öğretim öncesinde ve sonrasında, sesli düşünme ve yarı-yapılandırılmış görüşme teknikleri kullanılmıştır. Elde edilen veriler, içerik analizi yapılarak katılımcıların kazandıkları ve kullandıkları stratejiler ortaya çıkarılmıştır. Araştırma sonucunda, 3D stratejisi öğretiminin, katılımcı öğrencilerin okuma öncesi, sırası ve sonrasında bilişsel ve üstbilişsel stratejileri kazanmalarında etkili olduğu belirlenmiştir. Elde edilen sonuçlar, alanyazın ve uygulamalar açısından tartışılmıştır.

Anahtar Kelimeler

3D stratejisi, Strateji öğretimi, Öğrenme güçlüğü olan öğrenciler, Üstbilişsel strateji, Bilişsel strateji

Kaynakça

• Afflerbach, P. (2000). Verbal reports and protocol analysis. In M. L. Kamil, P. B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research (pp. 163-179). Mahwah, NJ: Erlbaum.
• Alqahtani, S. S. S. (2016). The effect of using a tablet and a meta-cognitive strategy to improve reading comprehension skills for students with SLD (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.10143071)
• Al-Shaye, S. S. (2002). The effectiveness of metacognitive strategies on reading comprehension and comprehension strategies of eleventh grade students in Kuwaiti high schools (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.3062144)
• Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283-297.
• Arabacı, G. (2017). Öğrenme güçlüğü olan ve olmayan çocuklarda akıcı okuma ve okuduğunu anlama becerileri arasındaki ilişkinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
• Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, ve P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). New York: Longman.
• Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36(162), 302-319.
• Bender, W. N. (2002). Differentiating instruction for students with learning disabilities. Thousand Oaks, Ca: Corwin Press.
• Bender, W. N., & Golden, L. B. (1990). Subtypes of students with learning disabilities as derived from cognitive, academic, behavioral, and self-concept measures. Learning Disability Quarterly, 13(3), 183-194.
• Berkeley, S., Mastropieri, M. A., & Scruggs T.E., (2011). Reading comprehension strategy instruction and attribution retrainin for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44(1), 18–32.
• Berkeley, S., & Riccomini, P. R., (2011). QRAC-the-Code: A comprehension monitoring strategy for middle school social studies textbooks. Journal of Learning Disabilities, 46(2), 154-165.
• Botsas, G. (2017). Differences in strategy use in the reading comprehension of narrative and science texts among students with and without learning disabilities. Learning Disabilities-A Contemporary Journal, 15(1), 121-144.
• Botsas, G., & Padeliadu, S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39(4–5), 477–495.
• Bosson, M. S., Hessels, M. G. P., Hessels-Schlatter, C., Berger, J. L., Kipfer, N. M., & Büchel, F. P. (2010). Strategy acquisition by children with general learning difficulties through metacognitive training. Australian Journal Of Learning Difficulties,15(1), 13-34.
• Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21, 1-20.
• Coppins, L. S. (2008). Metacognition theory as related to reading strategies and reading comprehension at the fifth grade level (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3518996)
• Crabtree, T., Alber-Morgon, R., & Konrad, M. (2010). The effects of self-monitoring of story elements on the reading comprehension of high school seniors with learning disabilities. Education and Treatment of Children, 33(2), 187–203.
• Cummins, C., Stewart, M. T., & Block, C. C. (2005). Teaching several metacognitive strategies together increases students' independent metacognition. In S. Isreal, C. Block, K. Bauserman, & K. Kinnucan- Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and Professional development (pp. 227–296). Mahwah: Lawrence Erlbaum Associates.
• Dabarera, C., Renandya, W. A., & Zhang, L.J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473.
• Dehghani, M., Amiri, S., & Moulavi, H. (2008). İmpact of attributional and metacognitive-attributional strategies training on reading comprehension in fourth grade female elementary students with dyslexia. Research on Exceptional Children, 4(26). 407-424.
• Delimehmet-Dada, Ş., & Ergül, C. (2020). Öğrenme güçlüğü olan ve olmayan öğrencilerin sözcük bilgisi ve okuduğunu anlama becerileri arasındaki ilişki. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 1-22.
• Dermitzaki, I., Andreou, G., & Paraskeva, V. (2008). High and low reading comprehension achievers’ strategic behaviors and their relation to performance in a reading comprehension situation. Reading Psychology, 29(6), 471-492.
• Dewitz, P., & Dewitz, P. K. (2003). They can read the words, but they can't understand: Refining comprehension assessment. The Reading Teacher, 56, 422-435.
• Doğanay-Bilgi, A. (2009). Zihinsel yetersizliği olan öğrencilerin bilgi veren metinleri anlamalarında uyarlanmış çok öğeli bilişsel strateji öğretinin etkiliği. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.). What research has to say about reading instruction (pp. 51–93). Newark, DE: International Reading Association.
• Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., …Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262-300.
• Esser, M. S. (2001). The effects of metacognitive ve strategy training and attribution retraining on reading comprehension in African-American students with learning disabilities (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3021672)
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
• Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analyses. Teaching Exceptional Children, 29(6), 4.
• Franco-Castillo, I. (2013). The relationship between scaffolding metacognitive strategies identified through dialogue journals and second graders’ reading comprehension, science achievement, and metacognition using expository text (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3608709)
• Gaddy, S. A. (2004). Teaching text-structure strategies to postsecondary students with learning disabilities to compare their reading comprehension performance on expository text (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3196666)
• Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225.
• Galloway, A. M. (2003). Improving reading comprehension through metacognitive strategy instruction: Evaluating the evidence for the effectiveness of the reciprocal teaching procedure (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3092542)
• Gersten, R., Fuchs, L., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities. Review of Educational Research, 71(2), 279-320.
• Görgün, B., & Melekoğlu, M. A. (2019). Özel öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerini geliştirmeye yönelik okuma destek programının geliştirilmesi. İlköğretim Online, 18(2). 698-713
• Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mobenthal, P. D. Pearson & R. Barr (Eds.). Handbook of Reading Research (pp. 403–420). New York: Longman.
• Hagaman, J. L., Luschen, K., & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22-29.
• Harvey, S., & Goudvis, A. (2013). Comprehension at the core. The Reading Teacher, 66(6), 432-439.
• Hedin, L., Mason, L. H., & Gaffney, J. (2011). Comprehension strategy instruction for two students with attention-related disabilities. Preventing School Failure, 55, 148–157.
• Howorth, S., Lopata, C., Thomeer, M., & Rodgers, J. (2016). Effects of the TWA strategy on expository reading comprehension of students with autism. British Journal of Special Education, 43(1), 39-59.
• Hoyt, L. R. (2010). The effects of self regulated strategy development (srsd) on reading comprehension for secondary students with emotional and behavioral disabilities (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3424273)
• Hughes, M. T., & Parker-Katz, M. (2013). Integrating comprehension strategies into social studies instruction. The Social Studies, 104(3), 93-104.
• Houtveen, A., & Van de Grift, W. (2007). Effects of metacognitive instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18(2), 173-190.
• Johnson, J. W., Reid, R., & Mason, L. H. (2011). Improving the reading recall of high school students with ADHD. Remedial and Special Education, 33(4), 258–268.
• Karbalaei, A. (2011). Metacognition and reading comprehension. Íkala, Revista de Lenguaje y Cultura, 16(28), 5-14.
• Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10–16.
• Kennedy, M. J., & Deshler, D. D. (2010). Literacy instruction, technology, and students with learning disabilities: Research we have, research we need. Journal of Learning Disabilities, 33(4), 289-298.
• Kim, W., Linan‐Thompson, S., & Misquitta, R. (2012). Critical factors in reading comprehension instruction for students with learning disabilities: A research synthesis. Learning Disabilities Research and Practice, 27(2), 66-78.
• Krippendorf, K. (2003). Content analysis: An introduction to its methodology. California: SAGE Publications.
• Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268–273.
• Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190.
• Lerner, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston, USA: Houghton Mifflin.
• Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21(1), 124–128.
• Mason, L. H. (2002). Self-Regulated strategy instruction: Effects on expository reading comprehension among students who struggle with reading (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3078326)
• Mason, L. H. (2004). Explicit self-regulated strategy developmentversus reciprocal questioning: Effect on informational reading comprehension among struggling readers. Journal of Educational Psychology, 96, 283–296.
• Mason, L. H., Dunn-Davison, M. D, Hammer, C. S., Miller, C. A., & Glutting, J. (2012a). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1135-1158.
• Mason L. H., Meadan-Kaplansky, H., Hedin, L. & Taft, R. (2013). Self-Regulating informational text reading comprehension: Perceptions of low-achieving students. Exceptionality, 21,69–86.
• Mason, L. H., Meadan, H., Hedin, L., & Corso, L. (2006). Self-regulated strategy development instruction for expository text comprehension. Teaching Exceptional Children, 38, 47–52.
• Mason, L. H., Meadan, H., Hedin, L. R., & Cramer, A. M. (2012b). Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material. Reading and Writing Quarterly, 28(1), 70-96.
• Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction (4 ed.). New Jersey: Pearson.
• Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and their teachers. Learning Disability Quarterly, 26, 103–116.
• Meadan, H., & Mason, L. H. (2007). Reading instruction for a student with emotional disturbance: Facilitating understanding of expository text. Beyond Behavior, 16(2), 18-26.
• Meneghetti, C., Carretti, B., & De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16, 291–301.
• Mercer, C. D., & Mercer, A. R. (2005). Teaching students with learning problems (7th ed.). Upper Saddle River, NJ: Merrill/PrenticeHall.
• Merson, J. (2016). The Effect of the TWA reading strategy on the reading comprehension level of 9th - and 10th - grade students, (Master’s Thesis, Goucher College). Ocak 2017’de https://mdsoar.org/bitstream/handle/11603/2817/MersonJennifer paper.pdf?sequence=1 adresinden ulaşılmıştır.
• Moya, K. E. (1993). Learning strategy instruction: Exploring the potential of metacognition. Reading Improvement, 30(3), 130-133.
• Padeliadu, S., & Antoniou, F. (2014). The relationship between reading comprehension, decoding, and fluency in Greek: A cross-sectional study. Reading and Writing Quarterly, 30(1), 1-31.
• Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehensionfostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
• Pardo, (2004). What every teacher needs to know abaut comprehension. The Reading Teacher, 58(3). 272-280.
• Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory and study strategies of good and poor readers. Journal of Reading Behavior, 13, 5–22.
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
• Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
• Pressley, M., & Gaskins, I. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students? Metacognition Learning, 1(1), 99-113.
• Rock, M. E. (2016) A case study on the impact of reading strategies on the comprehension of informational text for adolescent readers (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 10120446)
• Rogevich, M. E., & Perin, D. (2008). Effects on science summarization of a reading comprehension intervention for adolescents with behavior and attention disorders. Exceptional Children, 74, 135–154.
• Roohani, A., & Asiabani, S. (2015). Effects of self-regulated strategy development on EFL learners’ reading comprehension and metacognition. GEMA: Online Journal of Language Studies, 15(3), 31-49.
• Root-Littlefield, A. (2011). The relations among summarizing instruction, support for student choice, reading engagement and expository text comprehension (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3481907)
• Sanır, H. (2017). Öğrenme güçlüğü olan ve olmayan ortaokul öğrencilerinde okuduğunu anlamayı etkileyen faktörlerin karşılaştırılması: Aracı model testi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C., …Torgesen, J. (2007). Reading interventions for adolescent struggling readers: A meata-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation.
• Sencibaugh, J. (2007). Meta-Analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement, 44(1), 6-22.
• Someren, M. W., Barnard, R., & Sandberg J. (1994). The think aloud method: A practical guide to modelling cognitive processes. Academic Press, London, UK.
• Stetter, M. E., & Hughes, M. T. (2011). Computer assisted instruction to promote comprehension in students with learning disabilities. International Journal of Special Education, 26(1), 88-100.
• Swanson, P. N., & De La Paz, S. (1998). Teaching effective comprehension strategies to students with learning and reading disabilities. Intervention in School and Clinic, 33 209–218.
• Swanson, E. A., & Vaughn, S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47, 481–492.
• Sze, S. (2010). Teaching reading to students with learning difficulties. Reading Improvement, 3(47), 142-152.
• Talbott, E., Lloyd, J. W., & Tankersley, M. (1994). Effects of reading comprehension interventions for students with learning disabilities. Learning Disability Quarterly, 17, 223–232.
• Uçar-Rasmussen, M. & Cora-İnce, N. (2017). Özel öğrenme güçlüğü olan bireylere üstbilişsel okuduğunu anlama stratejilerinin öğretiminde sesli düşünme yönteminin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 2180-2201.
• Van Den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315–325.
• Van den Haak, M. J., Jong de, M. D. T., & Schellens, P. J. (2003) Retrospective vs. concurrent think-aloud protocols: Testing the usability of an online library catalogue. Behav. Inform. Tech. 22(5), 339–351.
• Van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14(3), 305-324.
• Vaughn, S., Gersten, R., & Chard, D. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99–114.
• Walker, B. J. (2005). Thinking aloud: Struggling readers often require more than a model. The Reading Teacher, 58(7), 688-692.
• Wigent, C. (2013). High school readers: A profile of above average readers and readers with learning disabilities reading expository text. Learning and Individual Differences, 25, 134–140.