Analyses were conducted to determine the effects of spelling strategy training and variations in study conditions on learning disabled children's metamemory performance. Subjects were trained in the use of a five-step spelling study strategy and then studied words in one of three conditions: (a) directed-study, (b) teacher-monitored, and (c) student-controlled. Subjects in a free study group studied words in any manner they chose. Results indicated that even without inclusion of specific metacognitive training components, strategy training can produce important metacognitive improvement and that metacognitive skills are an important component of performance.
Get full access to this article
View all access options for this article.
References
1.
BrownA. L. (1975). The development of memory: Knowing, knowing about knowing, and knowing how to know. In ReeseH. W. (Ed.), Advances in child development and behavior (Vol. 10, pp. 103–152). New York: Academic Press.
2.
BrownA. L., & BarclayC. R. (1976). The effects of training specific mnemonics on the metamnemonic efficiency of retarded children. Child Development, 47, 71–80.
3.
BrownA. L.CampioneJ. C., & MurphyM. D. (1977). Maintenance and generalization of trained metamnemonic awareness by educable retarded children. Journal of Experimental Child Psychology, 24; 191–211.
4.
DaleE., & O'RourkeJ. (1976). The living word vocabulary. Elgin, IL: Field Enterprise Educ Corp.
5.
FlavellJ. H. & WellmanH. M. (1977). Metamemory. In KailR. V. & HaginJ. W. (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale, NJ: Lawrence Erlbaum Associates.
6.
GrahamS. (1982). Composition research and practice: A unified approach. Focus on Exceptional Children, 14, 1–16.
7.
GrahamS. (1983). Effective spelling instruction. Elementary School Journal, 83, 560–568.
8.
GrahamS., & FreemanS. (1985). Strategy training and teacher vs. student-controlled study conditions: Effects on LD students' spelling performance. Learning Disability Quarterly, 8, 267–274.
9.
GrahamS.FreemanS., & MillerL. (1981). Spelling games and activities. West Lafayette, IN: Purdue University. (ERIC Document Reproduction Service No. ED 208 425).
10.
HallahanD. P.LloydJ. W.KauffmanJ. M., & LoperA. B. (1983). Academic problems. In MorrisR. J. & KratochwillT. R. (Eds.), Practice of child therapy: A textbook of methods (pp. 113–141). New York: Pergamon Press.
11.
HarrisK. R. (1982). Cognitive-behavior modification: Application with exceptional students. Focus on Exceptional Children, 15, 1–16.
12.
HarrisK. R. (1985). Conceptual, methodological, and clinical issues in cognitive-behavioral assessment. Jrnl of Abnormal Child Psych, 13, 373–390.
13.
HarrisK. R. (1986a). The effects of cognitive-behavior modification on private speech and task performance during problem solving among learning disabled and normally achieving children. Journal of Abnormal Child Psychology, 19, 63–67.
14.
HarrisK. R. (1986b). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417–423.
HarrisK. R.WongB. Y. L., & KeoghB. K. (Eds.). (1985). Cognitive-behavior modification with children: A critical review of the state-of-the-art (special issue). Jrnl of Abnormal Child Psych, 13, (3).
17.
HaynesJ. A.KapinusB. A.MaloufD., & MacArthurC. A. (1985). Effects of computer-assisted instruction of disabled readers' metacognition and learning of new words. In NilesJ. (Ed.), Issues in literacy: A research perspective (pp. 205–212). Rochester, NY: The National Reading Conference, 34th Yearbook.
18.
LarsenS., & HammillD. (1976). Test of Written Spelling. San Rafael, CA: Academic Therapy Pub.
19.
LoperA. B. (1984). Accuracy of learning disabled students' self-predictions of decoding. Learning Disability Quarterly, 7, 172–178.
20.
MeichenbaumD., & AsarnowG. (1979). Cognitive-behavioral modification and metacognitive development: Implications for the classroom. In KendallP. C. & HollonS. D. (Eds.), Cognitive behavioral interventions: Theory, research, and procedures (pp. 11–35). New York: Academic Press.
21.
PressleyM., & LevinJ. R. (1986). Elaborative learning strategies for the inefficient learner. In CeciS. J. (Ed.), Handbook of cognitive, social and neuropsychological aspects of learning disabilities. Hillsdale, NJ: Lawrence Erlbaum Associates.
22.
ReeveR. A., & BrownA. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13, 343–356.
23.
SlifeB. D.WeissJ., & BellT. (1985). Separability of metacognition and cognition: Problem solving in learning disabled and regular students. Journal of Educational Psychology, 77, 437–445.
24.
ThorndikeE., & LorgeI. (1963). The teacher's word book of 30,000 words. New York: Bureau of Publications.
25.
WongB. Y. L. (1985). Issues in cognitive-behavioral interventions in academic skill areas. Journal of Abnormal Child Psychology, 13, 425–442.
