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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/18159 |
| Date | 1 January 1994 |
| Creators | Masureik-Berger, Arlene Roslyn |
| Contributors | Levitz, Abraham |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xvi, 182 leaves) |
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