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Metacognitive strategies for learning disabled adolescents in specialised education

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)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/18159
Date1 January 1994
CreatorsMasureik-Berger, Arlene Roslyn
ContributorsLevitz, Abraham
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource (xvi, 182 leaves)

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