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Self-Regulated Math Instructions for Pupils with Learning Disabilities
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Bishara, Saied – Cogent Education, 2016
In this research, we considered the different impact two methods of teaching had on pupils' ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special…
Descriptors: Conventional Instruction, Mathematics Instruction, Learning Disabilities, Special Education
Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction
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Michalsky, Tova; Mevarech, Zemira R.; Haibi, Liora – Journal of Educational Research, 2009
The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment…
Descriptors: Control Groups, Elementary School Students, Metacognition, Scientific Literacy
Teachers' Voices on Integrating MCAG into Reading Assessment Tasks.
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Guterman, Eva; Boxall, Waltraud – Reading: Literacy and Language, 2002
Attempts to address, on behalf of the teacher of reading, some pedagogically significant aspects of metacognition. Tests the effect of using Metacognitive Awareness Guidance (MCAG) in reading assessment tasks given to nine-year-old Israeli pupils. Notes teachers' reactions related to four aspects: use of self-talk, use of metacognitive learning…
Descriptors: Evaluation Needs, Foreign Countries, Grade 4, Intermediate Grades