Preparation And Application Of Learning Difficulties In Children's Metacognitive Monitoring Ability Questionnaire

In this research, the author introduces the background first. One is about Learning Disability, and the other is about metacognition. In the Learning Disability field, the author introduces in turn the history and development of Learning Disability, the conceptual definition, the operational definition, and the methods of Learning Disability assessment. In the field of metacognition,the author introduces the structure and definition of metacognition. The research shows that few standardized measures of metacognitive skills (planning, monitoring, controlling) exist in LD fieldOn the base of the other assessment of Learning Disability or metacognition, the author writes an assessment of metacognitive monitory ability with Learning Disability. The whole assessment of metacognitive monitory ability with Learning Disability includes 9 metacognitive subscales. They are planning, monitory, control in prophase; planning, monitory, control in metaphase; planning, monitory, control in anaphase. In our studies, for 5th graders, reliability and validity estimates indicate that our metacognitive subscales are reliable( eg. Alpha above 0.94) and valid (correlate coefficient above 0.681). And the result of the assessment shows that there is significant difference between LD and NLD. The t test is 9.120**.Results indicate that our state metacognitive inventory yields useful information about both the LD students and metacognition assessment.