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Related Experiment Video

Updated: Apr 11, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Metacognitive Strategies.

Rachel Schiff1, Yohi Nuri Ben-Shushan1, Elisheva Ben-Artzi2

  • 11 Learning Disabilities Studies and Haddad Center for Dyslexia and Learning Disabilities, School of Education, Bar-Ilan University, Ramat-Gan, Israel.

Journal of Learning Disabilities
|June 10, 2015
PubMed
Summary
This summary is machine-generated.

Metacognitive strategies significantly improved spelling and reading skills for children with specific language impairment (SLI). Integrating these strategies with metalinguistic instruction yielded better results than metalinguistic instruction alone for early literacy development.

Keywords:
interventionmetacognitive awarenessmetacognitive strategiesmetalinguistic awarenessspecific language impairmentspelling

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Speech and Language Pathology

Background:

  • Specific language impairment (SLI) affects language acquisition, including literacy skills.
  • Early literacy interventions are crucial for children with SLI.
  • Metacognitive strategies can enhance learning processes.

Purpose of the Study:

  • To evaluate the impact of metacognitive instruction on spelling and word reading in Hebrew-speaking children with SLI.
  • To compare the effectiveness of metalinguistic instruction versus integrated metacognitive and metalinguistic instruction.

Main Methods:

  • Sixty-seven kindergarteners with SLI were divided into three groups: metalinguistic instruction (ML), ML with metacognitive strategies (MCML), and a control group.
  • Assessments included letter naming, letter sounding, word spelling, and word recognition at pretest and posttest.
  • Qualitative data were gathered through interviews.

Main Results:

  • Both ML and MCML groups showed significant improvements in spelling and reading measures compared to the control group.
  • The MCML group demonstrated superior performance in spelling and reading skills compared to the ML-only group.
  • Interviews corroborated the quantitative findings.

Conclusions:

  • Metacognitive instruction, particularly when integrated with metalinguistic approaches, offers significant benefits for the literacy development of children with SLI.
  • Applying metacognitive strategies enhances spelling and reading acquisition in early literacy for children with SLI.
  • This study supports the integration of metacognitive strategy training in interventions for children with SLI.