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1	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
2	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula

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Metacognitive strategies for learning disabled adolescents in specialised education

Metacognitive strategies for learning disabled adolescents in specialised education