| This study examined the relationship between metacognition and the use of cognitive and metacognitive strategies, and the involvement of students with attentional problems participating in academic tasks in the language arts content area. The relationship between metacognition and the attributional components of learning and achievement, along with the combined effect of these components on the performance of nine students was investigated. As well, this study attempted to determine the feasibility of implementing such an intervention program within the context of the regular classroom, given the current state of changes in education.; Nine students who displayed characteristics indicating attentional problems participated in an intervention program involving the teaching of cognitive and metacognitive strategies as well as attribution training within a whole-school context. Students were assessed from pre- to post-intervention change in achievement on the basis of the Metacognitive Reading Awareness Questionnaire, the Canadian Achievement Test, the Self-Perception Profile for Children and A Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. As well, the concurrent verbalization 'Think Aloud' procedure was used by students as a strategy to self-regulate their learning and use of strategies. This procedure was also used by the investigator to document students' strategy use and attributional statements.; Results indicated that students became more metacognitively aware of their reading strategies and showed a significant increase in reading comprehension achievement level. Students were able to use the strategies effectively in the areas of reading comprehension, creative writing, and writing for research purposes. Use of the Think Aloud procedure demonstrated how students' self-thoughts not only successfully guided their academic behaviour in terms of increased self-regulation, but also how their attributions of success in reading and writing to effort became linked to strategy use. |
