Abstract
This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
