An Experimental Study Of The Metacognition In Reading Of The Student Of Learning Disabilities

Metacognition is an important process of cognitive processing in reading. The metacognition in reading for the children of LD has been greatly studied abroad. In China, however, it take no systematic observations of metacognition of the children of LD in reading in Chinese. The study, which verified the discrepency of metacognition in reading between the children of LD and the excellent comprehender, can efficiently guide the teaching of reading and improve their reading faculty .The whole study consist of three experiments which adopt three factoral experiments design. The subjects are one hundred and twenty-five students from Grade five to Grade nine of excellent comprehenderand of poor comprehension. The instruments like lape-recorder and videocorder were employed throughout the experiment to record and tape-record the oral report and "lookback" of the subjects .Conclusions show:(1) There are no prominent discrepency in understanding and retelling the task in experiment one between the children of LD and the excellent comprehender ; as for the task in experiment two ,the excellent comprehend students are superior to the other party.(2) The perception of the children of LD both in internal and external incoherence is weaker than that of the excellent comprehend students. It is seen no distinct development from Grade five to nine.(3)This study discover lookback of three types : the type of memory, comprehension and examination. The analysis of whether there is lookback shows that there is no marked discrepency between the children of LD and the excellent comprehender;but there exists notable discrepency between them in metacognitive and inappropriate lookback , comparatively the excellent comprehenderhave more lookback .And it is traced no remarkable development among students from Grade five to nine.(4)The emotional experience of the excellent comprehenderin the course of reading are remarkably stronger than that of the children of LD.(5)The level of knowledge of metacomprehension of the excellent comprehender about the characteristics of the material organization and the vocabulary difficulty of the material is notably higher; from Grade five to nine, the knowledge of metacompehension of both the excellent comprehender and the children of LD about the aboved-mention characteristics assumes a trend of development.(6) Both the excellent comprehender and the children of LD from different grades have reasonable schedule to distribute reading times about the material of the two characteristics; On deciding the schedule, the juniors and the children of LD are sensitive to the difficulty of the vocabulary of an article, while the senior and the excellent comprehender are more susceptible to the characteristics of the organization.In practice, the excellent comprehender make time distribution more often than ihechildren of LD; the ability of alloting time differs from various grades and turning point of the development lies in Grade one.The relationship between the knowledge of metacognition and the control of metacognition of the children of LD are weaker than that of the excellent comprehension.